School Bullying and Advocacy

School Bullying and Advocacy

Georgios A. Kougioumtzis (National and Kapodistrian University of Athens, Greece), Joanne Verykiou (National and Kapodistrian University of Athens, Greece) and Afroditi Mallouchou (University of the Peloponnese, Greece)
Copyright: © 2018 |Pages: 33
DOI: 10.4018/978-1-5225-2906-4.ch015
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Abstract

In this chapter, the phenomenon of bullying is being approached. A phenomenon which is an internationally recognized problem, with multifactorial etiology. As this phenomenon manifests itself in various cruel forms, its functions are particularly aggravating and affect the mental health of children and adolescents during their school life. In order to address this phenomenon, the dire need of advocacy is proposed by the authors. Advocacy is an interdisciplinary field of many different acting individuals, aiming to influence social / educational systems and institutions. Their ultimate objective is to fight against discriminations, stigmatization and social exclusion of any vulnerable persons or groups, with the ultimate aim of promoting equality, social justice, inclusive education and the defending of human rights. In order for us to have an effective modern school and be able to alleviate any potential conflicts, all parties involved – teachers, students, parents and the wider community – ought to advocate safeguarding the rights of all students through a wider culture change.
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Introduction

Rising violence in childhood and adolescence is a particularly worrying phenomenon that concerns the world community. Conflict behaviors among minors are, to an extent, an element of their daily lives and are manifested in the context of survival rules configured in any social group. Moreover, similar manifestations –in different forms – have existed in all societies and periods of time. However, certain behaviors constitute particular threats or violations, which require timely and appropriate intervention, since “bullying” is different from usual acts of aggressiveness (Leff & Waasdorp, 2013, pp. 1-2). An attempt to clarify the concepts under discussion follows in this chapter.

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