Pupil Insights into School Bullying: A Cross-National Perspective between England and Japan

The research presented in this thesis focused on cross-national comparisons of secondary school pupils' understanding of and attitudes towards school bullying / ijime. In the first study, interviews with 121 12-15-year-old Japanese and English secondary school children were conducted to evaluate the depth and diversity of children's understanding of the nature of bullying / ijime. Attitudes towards bullying / ijime, and to school-based interventions were also examined. In the second study, a survey of 1,967 Japanese and English secondary school children was conducted to evaluate their understanding of different forms of bullying / ijime behaviour, and their friendship formations. The interviews revealed that compared to bullying in U.K, ijime in Japan was seen as more weighted towards verbal and indirect (rather than physical) aggression, that causes victims more often psychological suffering, and is more characteristic of within-grade relationships rather than an older pupil bullying a younger one. As useful coping strategies for the victim, while English pupils consider indirect actions such as 'seeking help from others' to be very useful, more direct actions such as 'fighting back' and 'telling bullies to stop it' are considered more useful by Japanese pupils. The majority of pupils in England had very positive views of school based intervention and teachers' and parents' involvement to tackle the problem, whereas considerable number of pupils in Japan had reluctant and negative attitudes to it. The survey revealed findings consistent with the first study regarding pupils' understanding of bullying / ijime behaviour. It also found that compared to English pupils, who form their friendships equally with pupils in different year groups as well as those in the same year group, Japanese pupils form friendships based, to a large extent, on the class they belong to. This difference of friendship formation seems partly to stem from the different education systems in England and Japan, which in tum, influence pupil's perceptions and understanding of the nature of bullying / ijime

An Analysis of Differences in the Role of Friendships and the School Class in Children’s Perceptions of Bullying in England and Ijime in Japan: A Translation and Expansion of Kanetsuna (2009)

This is an English translation with some expansion of the article originally published in Japanese as a university bulletin in 2009. Previous research has found both differences and similarities between ijime in Japan and bullying in England. Bullying is often by pupils in different classes or higher year groups whom the victim does not know very well; ijime is often by victims’ classmates whom the victim knows very well. However, it has not been shown whether these differences are found for all types of bullying, or how they relate to friendships generally and the impact of differing school systems. We aimed to see whether previously found differences between ijime and bullying could be replicated, and, if so, whether they held for six different types of victimization, and whether friendship characteristics were consistent with explaining why they occur. To investigate the role of friendships and their location, 1036 Japanese and 931 English secondary school pupils participated in a comparative study of perceptions of bullying and ijime. The previous differences were confirmed and found to hold irrespective of type of bullying. Japanese pupils mainly formed friendships on a class basis, English pupils on a broader basis including pupils in different years. In school, English pupils spent much time in the playground with their friends and saw this as a likely venue for bullying, whereas Japanese pupils spent more time in the classroom and saw this as a likely venue for ijime. The difference in friendship formation, together with differences in the organization of class-based teaching in the two countries, are hypothesized to play a significant role in explaining some differences between bullying and ijime

心理学に対する期待及び大学の専攻動機の変化過程に関する調査研究

関西圏私立四年制大学在籍の学生187名を対象とした『大学において「心理学」を学ぶことの期待』に関する質問紙調査,及び同20名を対象とした『大学の専攻動機と,その変化過程』に関する半構造化面接調査を実施した.心理学系学生は非心理学系学生に比べて,資格取得を心理学に期待する傾向や,他者の問題解決のための能力獲得を期待する傾向が示されたことから,心理学を学ぶことで臨床心理士をはじめとする対人援助職を志している可能性が推測された.一方面接調査において,「内的なもののため」という動機が心理学系学生にのみみられたことに加えて,「仕事のため」,「適性のため」という動機も,他者理解や他者援助が主軸として置かれていたわけではないことから,動機の側面からみた心理学への期待は他者理解・他者援助よりもむしろ,自己理解・自己援助のためといえた.考察では,これらの質問紙調査と面接調査の結果の矛盾について検討した

心理学に対する専攻動機と期待に関する調査研究

本研究の目的は,「1:専攻志望動機と専攻への期待について量的な検証が可能な尺度を作成すること」,「2:非心理学専攻学生との比較検討を行い,心理学専攻学生の専攻志望動機と専攻への期待について明らかにすること」の2つであった.検討の結果,まず専攻志望動機と専攻への期待について,一定の信頼性と妥当性が確認された尺度が作成された. また専攻志望動機については,「自他経験・問題解決」得点と「専門性獲得」因子が心理学専攻学生に有意に高いという結果が得られた.さらに心理学への期待についても,「自他理解・問題解決」得点と「専門性獲得」得点が心理学専攻学生に有意に高いという結果であった.これらのことから,心理学専攻学生は自他の否定的経験が契機となり,心理学を学ぶことで自己の問題解決を試みようとすること,そして他者の問題解決のための専門的スキルを獲得しようとするという筆者らの仮説がより支持されたと考えられた

Pupil insights into school bullying : a cross-national perspective between Japan and England

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