Titlebook: School Bullying and Marginalisation; Harmonising Paradigm Rosalyn H. Shute,Phillip T. Slee Book 2021 The Editor(s) (if applicable) and The

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小步走路

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Gossip, Reputations and Laughter status and power from the groups with which they associate; therefore, group belonging is essential to self-esteem and wellbeing. Thus, people are highly motivated to defend their sense of identity and the groups with which they identify, when these are threatened. These social processes are appare

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Coping and Resilienceothers is the main response to social exclusion anxiety, as identified by . researchers, this has not emerged from the literature that has used a coping framework for studying responses to bullying. Resilience-based approaches that address sense of mastery and relatedness have been suggested, though

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Bullying as a Moral Issuehildren learn about morality from others, in terms of both justice and caring. Moral emotions such as empathy help to regulate behaviour and drive prosocial actions, but breaking a moral code may lead to moral disengagement. Competitiveness can reduce prosociality, and Eastern philosophy that focuse

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Complexity, Schools and Bullyingd theoretical framework for achieving this is in terms of systems theories, and the basic principles are summarised. While Ecological Systems Theory has been applied by researchers into bullying for some time, the possibilities of taking a truly dynamic approach to schools and bullying has been litt

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Paradigm Regained—The Integrated Bullying Frameworkn individual and family factors need to be retained. There is a greater focus on everyday social processes underlying bullying, under ., with a further movement towards an integrated view (.?) discernible in the work of several authors. In this chapter, anIntegrated Bullying Framework is put forward