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Dixon, Roz – Journal of School Violence, 2008
Given the number of factors involved in bullying, the range of explanatory theory upon which one might draw is vast. Not only might one consider factors within the family, the individual, the peer group, the school and the community, but each of these could be considered from a number of different perspectives. This paper explores the issues for…
Descriptors: Bullying, Psychologists, Peer Groups, School Psychology
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Dixon, Roz – Journal of School Violence, 2007
Within the group therapy literature scapegoating is understood as an unconscious process that plays an important function in preventing groups from being split asunder as a result of unexpressed frustration towards the leader. When a group successfully challenges its leader to share power, the need for a scapegoat passes. In the search for theory…
Descriptors: Group Therapy, Group Dynamics, Power Structure, Group Unity
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Dixon, Roz – Journal of School Violence, 2007
The literature suggests that ostracism coerces conformity to group norms: It maintains the stability, cohesion and safety of the group, and therefore helps maintain the smooth functioning of a group. To this end, a wide range of punishing behaviours may first be employed but if these are not successful, the individual may be permanently excluded.…
Descriptors: Bullying, Social Isolation, Rejection (Psychology), Social Attitudes
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Dixon, Roz; Smith, Peter; Jenks, Chris – Journal of School Violence, 2004
Much work on school bullying focuses on developing our understanding of the various factors that contribute to bullying and its management. This case study focuses on the possible connections between parts and offers a metaperspective of one mainstream secondary school. Demonstrating that bullying and its management is embedded within the network…
Descriptors: Bullying, Teacher Attitudes, Case Studies, Educational Environment
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Dixon, Roz; Smith, Peter; Jenks, Chris – Journal of School Violence, 2004
Why are students who have special educational needs at greater risk of bullying than their peers when educated in mainstream settings? This case study of one mainstream secondary school describes the various facets of the peer group dynamics that underpinned social aggression and exclusion towards students who were hearing impaired. These students…
Descriptors: Educational Needs, Bullying, Adolescents, Peer Groups