Bullying affects a large minority of school-age children. It can also lead to short and long-term poor psychosocial functioning, extending into adult life. Now that the prevalence and consequences of childhood bullying have been well-documented, many researchers are interested in its causes. Environmental, social and personal variables have all been implicated in the onset and maintenance of bullying. Aspects of the school environment affect the prevalence of bullying. Parenting styles are associated with being both a bully and bullied. Bullies and victims have also been shown to have distinct psychological profiles, including differences in cognitions, affect and behaviour. As more research has been carried out, it has become evident that there may be complex relationships between these variables that cannot be described using simple cause-effect explanations. A unifying model of bullying is now needed to draw research findings together and guide the development of effective interventions in bullying.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:639520 |
| Date | January 2007 |
| Creators | Leigh, F. |
| Publisher | University College London (University of London) |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://discovery.ucl.ac.uk/1444930/ |
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