| Título: | Secondary school teachers' and pupils' definitions of bullying in the UK: a systematic review |
| Autores: | O'Brien, Niamh |
| Fecha: |
2010-11-03 2010-11-03 2009-11 |
| Publicador: | Anglia Ruskin University |
| Fuente: |
 |
| Tipo: | Article |
| Tema: |
bullying school systematic review young people |
| Descripción: |
This is a post-peer-review, pre-copy edited version of an article published in Evidence & Policy: A Journal of Research, Debate and Practice. The definitive publisher-authenticated version: O’Brien, N., 2009. Secondary school teachers’ and pupils’ definitions of bullying in the UK: a systematic review. Evidence and Policy, 5(4), pp.399-427, is available online at: http://www.ingentaconnect.com/content/tpp/ep/2009/00000005/00000004/art00005. The published version should be cited. The aim of the systematic review (SR) reported in this article was to compare how UK secondary school pupils and teachers define bullying, using the analytical framework proposed by Naylor et al (2006). Findings were drawn from five major studies – two quantitative, two qualitative and one using mixed methods – and suggest that teachers are much more likely than pupils to employ broader definitions and to include indirect forms of bullying. Possible additions to Naylor et al’s framework are highlighted. The SR encompassed views from 3,283 pupils and 225 teachers, and a number of modest implications for policy and practice are identified. |
| Idioma: | Inglés |
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