TY - JOUR
T1 - Developing a philosophy about bullying and sexual harassment
T2 - Cognitive coping strategies among high school students
AU - deLara, Ellen W.
N1 - Funding Information:
KEYWORDS. School violence, bullying, harassment, sexual harassment, cognitive strategies, systemic perspective Ellen W. deLara, PhD, is affiliated with the School of Social Work, Syracuse University, Syracuse, New York. The research was funded through grants from Cornell Cooperative Extension, the United States Department of Agriculture, and Syracuse University. Address correspondence to: Ellen W. deLara, PhD, School of Social Work, Syracuse University, 400 Sims Hall, Syracuse, NY 13244 (E-mail: [email protected]).
PY - 2008/8
Y1 - 2008/8
N2 - Bullying or harassment are a part of the everyday experience of many school children in the U.S. Bullying can take many forms and, while not acceptable, is considered almost inevitable. Despite exposure to various anti-bullying programs instituted in the schools, bullying persists and students must figure out how to deal with this phenomenon. This exploratory study investigated the views of secondary school students on bullying and harassment as well as their strategies for handling this form of peer interaction. One hundred twenty-two students (N = 122) from three rural high schools participated in this action research inquiry. The data were gathered from five focus groups and 52 individual interviews. The study found that students in these schools used cognitive coping mechanisms and strategies to manage the impact of bullying when it was directed toward them. The article describes students' reactions to being victimized as well as their interpretations of their peers' actions. Findings inform violence prevention programs by providing the students' perspective on dealing with this pervasive issue.
AB - Bullying or harassment are a part of the everyday experience of many school children in the U.S. Bullying can take many forms and, while not acceptable, is considered almost inevitable. Despite exposure to various anti-bullying programs instituted in the schools, bullying persists and students must figure out how to deal with this phenomenon. This exploratory study investigated the views of secondary school students on bullying and harassment as well as their strategies for handling this form of peer interaction. One hundred twenty-two students (N = 122) from three rural high schools participated in this action research inquiry. The data were gathered from five focus groups and 52 individual interviews. The study found that students in these schools used cognitive coping mechanisms and strategies to manage the impact of bullying when it was directed toward them. The article describes students' reactions to being victimized as well as their interpretations of their peers' actions. Findings inform violence prevention programs by providing the students' perspective on dealing with this pervasive issue.
KW - Bullying
KW - Cognitive strategies
KW - Harassment
KW - School violence
KW - Sexual harassment
KW - Systemic perspective
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U2 - 10.1080/15388220801973862
DO - 10.1080/15388220801973862
M3 - Article
AN - SCOPUS:69849124626
SN - 1538-8220
VL - 7
SP - 72
EP - 96
JO - Journal of School Violence
JF - Journal of School Violence
IS - 4
ER -