Ecological Theory: Preventing Youth Bullying, Aggression, and Victimization

Autor/in	Espelage, Dorothy L.
Titel	Ecological Theory: Preventing Youth Bullying, Aggression, and Victimization
Quelle	In: Theory Into Practice, 53 (2014) 4, S.257-264 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2014.947216
Schlagwörter	Prevention; Victims; Bullying; Peer Groups; Guidelines; Theories; Risk; Correlation; Socialization; Children; Context Effect; Adolescents; Parenting Styles; Family Violence; Aggression; Individual Characteristics; Family Characteristics + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Victim; Opfer; Mobbing; Gleichaltrigengruppe; Peer Group; Richtlinien; Theory; Theorie; Risiko; Korrelation; Socialisation; Sozialisation; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Bronfenbrenner's (1977) classic ecological theory is used as a framework to review the documented risk and protective factors associated with involvement in school-related bullying during childhood and adolescence. Microsystems such as peers (socialization during adolescence), family (violence, lack of parental monitoring), community (exposure to violence), and schools (teacher attitudes, climate) contribute to the rates of bullying perpetrated or experienced by youth. The interaction between components of the microsystem is referred to as the mesosystem, and offers insight into how contexts can exacerbate or buffer experiences for youth who are involved in bullying (e.g., family support can buffer impact of peer victimization). Recommendations are provided for teachers and other adults who work with youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10