Defining Bullying: Perpetration and Victimization Bullying represents a profound and persistent social problem characterized by an imbalance of power, intentional aggression, and repetition over time. This definition, popularized by the foundational work of Dan Olweus, moves beyond simple conflict or isolated aggressive acts to focus on systematic harassment. Perpetration refers to the consistent engagement in […]
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Introduction to Bullying-Related Cognitions Bullying, a pervasive and destructive form of peer aggression characterized by repetition, intent to harm, and a power imbalance, is fundamentally driven and sustained by complex psychological processes, collectively termed bullying-related cognitions. These cognitions encompass the mental frameworks, beliefs, interpretations, and attributional styles that individuals—whether perpetrators, victims, or bystanders—employ when navigating […]
Bullying-Related Victimization and Impairment
Introduction: Defining Bullying and its Scope Bullying, as a distinct form of aggressive behavior, represents a pervasive and critical area of study within developmental, social, and educational psychology. It is fundamentally characterized by a triad of necessary conditions: intentional harm, repetition over time, and a clear imbalance of power between the aggressor and the victim. […]
Defining Aggression in Peer Contexts Aggression directed toward peers constitutes a significant area of study within developmental psychology and criminology, encompassing any behavior intended to inflict physical or psychological harm upon another individual of similar age or social standing. This phenomenon is distinguished from general aggression by its specific relational context, often occurring within established […]
Defining the Acceptability of Peer Violence The concept of the acceptability of peer violence refers not to the physical act of aggression itself, but rather to the cognitive and normative endorsement of aggressive behaviors among adolescents and children. This psychological construct is crucial because it represents the internal justification and external social validation that enables […]
The Conceptualization of Attitudes Toward School Violence Attitudes toward school violence represent a complex psychological construct situated at the intersection of individual cognition, emotional response, and behavioral inclination concerning aggressive acts within educational settings. Fundamentally, an attitude is understood as a relatively enduring organization of beliefs, feelings, and behavioral tendencies directed toward a socially significant […]