Observations of Bullying in the Playground and in the Classroom

  title={Observations of Bullying in the Playground and in the Classroom},
  author={Wendy Craig and Debra J. Pepler and Rona Atlas},
  journal={School Psychology International},
  pages={22 - 36}
The present study employed naturalistic observations to compare bullying and victimization in the playground and in the classroom. The results indicated that there were more opportunities to observe aggression and receive and initiate aggression in the playground than in the classroom. The frequency of bullying was higher in the playground (4.5 episodes per hour) than in the classroom (2.4 episodes per hour). The nature of bullying reflected the constraints of the context (i.e. direct bullying… 

The Social Contexts of Bullying and Victimization

This article examines the amount of middle school students' bullying and nonbullying behaviors observed in three less-structured school venues: the monthly school dance, the cafeteria, and the

The Cognitive and Social Determinants of Bystander Intervention: Techniques to Increase Helping Behavior in Bullying Situations

This paper examines the role of the bystander in bullying situations. Through a review of the theories and research on school bullying, it is argued that targeting bystanders is a more effective

Assessing the Climate of the Playground and Lunchroom: Implications for Bullying Prevention Programming

Abstract A considerable number of bullying prevention and intervention programs are being implemented in elementary schools across the United States and worldwide. However, although the majority of

Reducing playground bullying and supporting beliefs: an experimental trial of the steps to respect program.

Hierarchical analyses of changes in playground behavior revealed declines in bullying and argumentative behavior among intervention-group children relative to control- group children, increases in agreeable interactions, and a trend toward reduced destructive bystander behavior.

The Roles of School Climate and Peers in Bullying

Bullying is a serious and common problem in Canadian schools. Despite three decades of comprehensive research on this complex behavioural problem, much remains to be understood. The general purpose

The school playground experience: opportunities and challenges for children and school staff

The school playground experience is an inevitable part of school life for primary school children. For most children, the experience is a positive and enjoyable one that contributes to their physical

The perceived role of bullying bystanders in Mexican secondary school settings

Bystanders play an important role in school bullying dynamics, having the power to provide or withhold the social rewards bullies seek. Bystander support is also beneficial for bullying victims, who

Bullying and Victimization Among Boys and Girls in Middle School

The present study examines the mechanisms by which students' perceptions of family and school experiences moderate the association between their emotionality and their habitual involvement in

The Role of the Classroom Teacher in the Lives of Children Victimized by Peers

Until recently, teachers have been largely overlooked in studies of peer victimization. Teachers are in a unique position to understand the peer dynamics of children's victimization, cultivate a

Playground Panopticism

In this article, the author invokes Michel Foucault's analysis of panopticism to understand the performance of mothering in the suburban playground. The mothers in the ring of park benches symbolize



Observations of Bullying in the Classroom

Abstract The prevalence and nature of bullying was assessed on the basis of observations of children's interactions in the classroom. This study was based on a systemic-developmental model of

An Evaluation of An Anti-Bullying Intervention in Toronto Schools

This paper describes the development of the Toronto Anti-Bullying Intervention. The effectiveness of the Anti-Bullying Intervention was examined with quantitative and qualitative data gathered before

A Survey of the Nature and Extent of Bullying in Junior/Middle and Secondary Schools.

Summary As part of a survey service developed to assess bullying in schools, anonymous questionnaires were given to over 6,000 pupils in 17 junior/middle and seven secondary schools in the Sheffield

Bullying among Australian school children: reported behavior and attitudes toward victims.

With increasing age, there was a slight but significant decline in reported bullying; notably, however, attitudes toward victims became less supportive, and three interpretable factors were yielded: a tendency to despise the victims of bullies; general admiration for school bullies; and avowed support for intervention to assist the victim.

Observations of aggressive and nonaggressive children on the school playground.

Naturalistic observations were made of 17 aggressive and 22 nonaggressive children in Grades 1 to 6, filmed with video cameras and remote microphones on school playgrounds. Observers coded

A Peek behind the Fence: Naturalistic Observations of Aggressive Children with Remote Audiovisual Recording.

This article describes a methodology that is uniquely suited to study peer interactions, particularly those of aggressive children. To date, researchers have used laboratory and naturalistic

The role of social context in the prevention of conduct disorder

Abstract Two major transitions – initial school entry and transition to middle school – are emphasized as the points in development most amenable to preventing conduct disorder. As a complement to

Instigating and measuring interpersonal aggression and hostility: A methodological contribution

Two experiments were conducted, employing a 2 × 2 factorial design, to assess both 1)a relatively controlled procedure for instigating aggressive inclinations and 2) a way of measuring interpersonal

Performance models for antisocial boys.

Three structural equation models designed to examine antisocial behavior in children were tested and analyzed and it was shown that normal peer relations, academic progress, and self-esteem levels suffer because of noncompliance and coercive exchanges.

Social networks and aggressive behavior: Peer support or peer rejection?

Studied social networks and aggressive behavior in school in 2 cohorts of boys and girls in the 4th and 7th grades (N = 695). Measures of social networks yielded convergent findings. Highly