Bullying, School Violence, and Climate in Evolving Contexts: Culture, Organization, and Time
Autor Ron Avi Astor, Rami Benbenisthtyen Limba Engleză Hardback – 31 ian 2019
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Specificații
ISBN-13: 9780190663049
ISBN-10: 0190663049
Pagini: 312
Dimensiuni: 236 x 157 x 31 mm
Greutate: 0.5 kg
Editura: Oxford University Press
Colecția OUP USA
Locul publicării:New York, United States
ISBN-10: 0190663049
Pagini: 312
Dimensiuni: 236 x 157 x 31 mm
Greutate: 0.5 kg
Editura: Oxford University Press
Colecția OUP USA
Locul publicării:New York, United States
Recenzii
Astor and Benbenishty know that their work can significantly reduce the suffering of children and youth. They make their point powerfully and eloquently.
In this welcome book, Astor and Benbenishty present a heartfelt bidding. [The authors] not only bring a wealth of sound advice and guidance, their research is buttressed by a huge amount of studies.
Whilst the majority of research around bullying and school violence focuses on individual factors, the volume by Astor and Benbenishty brings school climate and context into the spotlight.
Astor and Benbenishty have offered us a book to read, think about, reread,and think about again. And it ought to be read widely-by both researchers and practitioners. This volume is refreshing in its breadth of approach, challenging in its arguments, and ultimately fair-minded in its discussion. In a now heavily published area, it stands out in its contribution to what is a vitally important topic for students, parents, teachers, and social workers across the globe.
This interesting and well-researched new book should certainly be on the must-read list for anyone connected to or interested in schools, systems theory, or education. Bullying, School Violence, and Climate aims to contribute to how school safety is conceptualized, researched, studied, and taught in schools of social work, education, medicine, public policy, and cultural studies.
This important and ground-breaking volume builds substantially on the previous book by the same authors from 2005. It provides authoritative coverage of school violence and bullying, now including cyberbullying. Whereas most previous research has focused on individual factors, this volume brings school and community factors into the spotlight. It also gives important consideration to culture and historical change in what amounts to a uniquely comprehensive perspective. The future research and policy recommendations are well argued and forceful-the book is vital reading for those wishing to make schools safe and happy places.
Bullying, School Violence, and Climate in Evolving Contexts provides conceptual coherence to a voluminous literature focused on school violence, its correlates, and consequences. This conceptual integration-which has both significant breadth and depth-is a significant contribution. Yet, the authors go further to actualize a contextually sensitive model of school violence using rich data sources and a rigorous analytic approach. Their attention to the central roles of schools conditioned by dynamic factors at district-, community-, and country-levels elaborates the multiple and overlapping forces shaping various indicators of student victimization. The clarity of the narrative belies the complexity of producing such a layered account of school violence.
The authors have given us a tour de force analysis of school climate in all of its complexity. They systematically analyze key problems in the study of bullying, cyberbullying, sexual victimization, and teacher aggression, among other topics, and in each chapter identify conceptual and methodological problems and propose new directions for research and practice. They bolster their arguments with compelling examples and empirical evidence from their many years of international research. They argue thoughtfully and persuasively for broadening our conception of bullying and peer aggression, raising cogent points that should influence all future research in this field. The book is a cornucopia of research ideas and insights that every researcher of peer aggression and school climate will find invaluable. This work will inspire new directions and advances in school climate research.
In this welcome book, Astor and Benbenishty present a heartfelt bidding. [The authors] not only bring a wealth of sound advice and guidance, their research is buttressed by a huge amount of studies.
Whilst the majority of research around bullying and school violence focuses on individual factors, the volume by Astor and Benbenishty brings school climate and context into the spotlight.
Astor and Benbenishty have offered us a book to read, think about, reread,and think about again. And it ought to be read widely-by both researchers and practitioners. This volume is refreshing in its breadth of approach, challenging in its arguments, and ultimately fair-minded in its discussion. In a now heavily published area, it stands out in its contribution to what is a vitally important topic for students, parents, teachers, and social workers across the globe.
This interesting and well-researched new book should certainly be on the must-read list for anyone connected to or interested in schools, systems theory, or education. Bullying, School Violence, and Climate aims to contribute to how school safety is conceptualized, researched, studied, and taught in schools of social work, education, medicine, public policy, and cultural studies.
This important and ground-breaking volume builds substantially on the previous book by the same authors from 2005. It provides authoritative coverage of school violence and bullying, now including cyberbullying. Whereas most previous research has focused on individual factors, this volume brings school and community factors into the spotlight. It also gives important consideration to culture and historical change in what amounts to a uniquely comprehensive perspective. The future research and policy recommendations are well argued and forceful-the book is vital reading for those wishing to make schools safe and happy places.
Bullying, School Violence, and Climate in Evolving Contexts provides conceptual coherence to a voluminous literature focused on school violence, its correlates, and consequences. This conceptual integration-which has both significant breadth and depth-is a significant contribution. Yet, the authors go further to actualize a contextually sensitive model of school violence using rich data sources and a rigorous analytic approach. Their attention to the central roles of schools conditioned by dynamic factors at district-, community-, and country-levels elaborates the multiple and overlapping forces shaping various indicators of student victimization. The clarity of the narrative belies the complexity of producing such a layered account of school violence.
The authors have given us a tour de force analysis of school climate in all of its complexity. They systematically analyze key problems in the study of bullying, cyberbullying, sexual victimization, and teacher aggression, among other topics, and in each chapter identify conceptual and methodological problems and propose new directions for research and practice. They bolster their arguments with compelling examples and empirical evidence from their many years of international research. They argue thoughtfully and persuasively for broadening our conception of bullying and peer aggression, raising cogent points that should influence all future research in this field. The book is a cornucopia of research ideas and insights that every researcher of peer aggression and school climate will find invaluable. This work will inspire new directions and advances in school climate research.
Notă biografică
Ron Avi Astor, PhD, is the Stein-Wood Professor of School Behavioral Health in the USC Suzanne Dworak-Peck School of Social Work and Rossier School of Education at the University of Southern California. His work examines the role of the physical, social-organizational, and cultural contexts related to various kinds of bullying and school violence in schools. Dr. Astor's studies have included tens of thousands of schools and millions of students, teachers, parents, and administrators. Over the past 20 years, findings from these studies have been published in more than 200 scholarly manuscripts. He is an elected member of the National Academy of Education and the American Academy of Social Work and Social Welfare, and a fellow of the American Psychological Association and the American Educational Research Association.Rami Benbenishty, PhD, is Professor Emeritus at the Hebrew University of Jerusalem. His main area of interest is the safety, welfare, and well-being of children around the world. He studies children and youth in community-normative settings (such as schools) and out-of-home placements (such as foster homes and residential care). Dr. Benbenishty investigates and works to improve decision processes that lead to referral to protective services, removal of children from their biological families, and their reunification thereafter. Dr. Benbenishty's work has been recognized in Israel and abroad. He received Israel's EMET prize and the Society for Social Work Research Distinguished Career Achievement Award. He is an elected fellow of the American Academy of Social Work and Social Welfare.