In this theoretical paper, we re-examine some of the empirical literature that has studied definitions of school bullying, and offer sociocultural theorising as a useful underpinning to interpret it. Research exploring how young people and teachers perceive school bullying has indicated that definitions are inconsistent. This includes the characteristics of an incident that equate to a definition of bullying, and also the type of behaviours encompassed by the term bullying. Using Wenger’s (1998) Community of Practice framework, and Bronfenbrenner’s (1979) Ecological System approach, we will argue that bullying is contextual, based on situated relationships between individuals operating in various communities and settings. Therefore it is to be expected that the way bullying is conceived and articulated will vary between groups, and in different situations. This has educational significance in terms of how bullying is interpreted and managed in school

Crafter, Sarah

Maunder, Rachel

English

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What is this thing called bullying? Using sociocultural framing to interpret research on defining school bullying

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This work has been submitted to NECTAR, the Northampton ElectronicCollection of Theses and Research.Conference or Workshop ItemTitle: What is this thing called bullying? Using sociocultural framing to interpretresearch on defining school bullyingCreators: Maunder, R. and Crafter, S.Example citation: Maunder, R. and Crafter, S. (2013) What is this thing calledbullying? Using sociocultural framing to interpret research on defining schoolbullying. Paper presented to: The British Psychological Society Psychology ofEducation Section Annual Conference: Enhancing Experiences of Learning andTeaching, York, 08-10 November 2013.Version: Presented versionhttp://nectar.northampton.ac.uk/6051/NECTARWhat is this thing called bullying? Using sociocultural framing to interpret research on defining school bullying Dr Rachel Maunder The University of Northampton, England Dr Sarah Crafter Institute of Education, England Overview • Background to school bullying research • Introduction to sociocultural perspectives • Wenger’s Communities of Practice • Bronfenbrenner’s Ecological System • The problem of defining bullying • Using sociocultural framing to explain research findings • Conclusions and implications Bullying in school • The nature and extent of bullying in schools (Monks et al, 2009; Rigby & Smith, 2011) • Short and long-term effects on mental health and well-being (Arseneault et al, 2010; Skrzypiec et al, 2012; Zwierzynska et al, 2013) • Policy framework (DfE; 2013) • Talk-based interventions common: Reporting; mediation; relationship skills (Thompson & Smith, 2011) • Link between beliefs and intervention (Kochenderfer-Ladd and Pelletier, 2008; Ellis & Shute, 2007; Yoon & Kerber 2003; Yoon, 2004) Sociocultural Perspectives • Vygotsky (1978) • Development as contextual • Wenger’s (1998) Community of Practice Framework • Bronfenbrenner’s Ecological System (1979)  Communities of Practice Bronfenbrenner’s Ecological System Source: http://www.biomedcentral.com/content/figures/1471-2458-8-223-1-l.jpg  The problem of defining bullying • Variety of meanings: – Conceptual elements – Behaviours – Bullying ‘types’ • Pupils vs teachers (Boulton et al, 2002; Naylor et al, 2006; Maunder et al, 2010; Menesini et al, 2002) • Age of pupils (Smith & Levan 1995; Smith et al 1999; 2002) • School differences (Maunder et al, 2010) • Contextual interpretations (Maunder & Tattersall, 2010)  Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. (DfE, 2013) How can this be explained? • Differing interpretations between groups and contexts • Negotiated meanings within communities • Bullying as a practice • Learning through experience (meaning) • Multiple systems intersecting • Interactions in the mesosystem Conclusions and implications • Bullying is contextual • Listening to pupil reports • Talking about definitions • Move from bully-victim dyad to contextual influences • Importance of whole-school approaches References • Arseneault, L., Bowes, L. & Shakoor, S. (2010). Bullying victimization in youths and mental health problems: ‘Much ado about nothing’? Psychological Medicine, 40, 717-729. • Boulton, M. J., Trueman, M. & Flemington, I. (2002). Associations between secondary school pupils’ definitions of bullying, attitudes towards bullying, and tendencies to engage in bullying: Age and sex differences. Educational Studies, 28(4), 353–70. • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.  • Department for Education (DfE) (2013). Preventing and tackling bullying. http://www.education.gov.uk/schools/pupilsupport/behaviour/bullying/f0076899/preventing-and-tackling-bullying (accessed 7/6/13) • Ellis, A. A. & Shute, R. (2007). Teacher responses to bullying in relation to moral orientation and seriousness of bullying. British Journal of Educational Psychology, 77, 649–63. • Kochenderfer-Ladd, B. & Pelletier, M. E. (2008). Teachers’ views and beliefs about bullying: Influences on classroom management strategies and students’ coping with peer victimization. Journal of School Psychology, 46, 431–53. • Maunder, R.; Harrop, A. & Tattersall, A. (2010). Pupil and staff perceptions of bullying in secondary schools: comparing behavioural definitions and their perceived seriousness. Educational Research, 52(3), 263-282. • Maunder, R. & Tattersall, A. (2010). Staff experiences of managing bullying in secondary schools: the importance of internal and external relationships in facilitating intervention. Educational & Child Psychology, 27(1), 116-128  References • Menesini, E., Fonzi, A. & Smith, P. K. (2002). Attribution of meanings to terms related to bullying: A comparison between teacher’s and pupil’s perspectives in Italy. European Journal of Psychology of Education, 17(4), 393–406. • Monks, C. P., Smith, P. K., Naylor, P., Barter, C., Ireland, J. L. & Coyne, I. (2009). Bullying in different contexts: commonalities, differences and the role of theory. Aggression and Violent Behavior, 14, 146-156. • Naylor, P., Cowie, H., Cossin, F., de Bettencourt, R. & Lemme, F. (2006). Teachers’ and pupils’ definitions of bullying. British Journal of Educational Psychology, 76, 553–76.  • Nesdale, D., Durkin, K., Maass, A., Kiesner, J. & Griffiths, J. A. (2008). Effects of group norms on children’s intentions to bully. Social Development, 17(4), 889-907.  • Rigby, K. & Smith, P. K. (2011). Is school bullying really on the rise? Social Psychology of Education, 14, 441-455.  • Salmivalli, C. (2009). Bullying and the peer group: a review. Aggression and Violent Behavior, 15, 112-120.  • Skrzypiec, G., Sle, P. T., Askell-Williams, H. & Lawson, M. J. (2012). Associations between types of involvement in bullying, friendships and mental health status. Emotional and Behavioural Difficulties, 17(3-4), 259-272. • Smith, P. K., Madsen, K. C. & Moody, J. C. (1999). What causes the age decline in reports of being bullied at school? Towards a developmental analysis of risks of being bullied. Educational Research, 41(3), 267–85. References • Smith, P. K., Cowie, H., Olafsson, R. F. & Liefooghe, A. P. D. (2002). Definitions of bullying: A comparison of terms used, and age and gender differences in a fourteen-country international comparison. Child Development, 73(4), 1119–33. • Smith, P. K., & Levan, S. (1995). Perceptions and experiences of bullying in younger pupils. British Journal of Educational Psychology, 65, 489–500. • Thompson, F. & Smith, P. K. (2011). The use and effectiveness of anti-bullying strategies in school. Department for education Research report DFE-RR098. Available from: https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-RR098  (accessed 29/7/13) • Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.  • Wenger, E. (1998). Communities of Practice: Learning, meaning, and identity. New York: Cambridge University Press. • Yoon, J. S., & Kerber, K. (2003). Elementary teachers’ attitudes and intervention strategies. Research in Education, 69, 27–35. • Yoon, J. S. (2004). Predicting teacher interventions in bullying situations. Education and Treatment of Children, 27(1), 37–45. • Zwierzynska, K., Wolke, D. & Lereya, T. S. (2013). Peer victimization in childhood and internalizing problems in adolescence: a prospective longitudinal study. Journal of Abnormal Child Psychology, 41, 309-323.   

Communities of Practice: Learning, meaning, and identity. New York:

Definitions of bullying: A comparison of terms used, and age and gender differences in a fourteen-country international comparison.

education Research report DFE-RR098. Available from: https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-RR098 (accessed 29/7/13) •

Elementary teachers’ attitudes and intervention strategies.

Peer victimization in childhood and internalizing problems in adolescence: a prospective longitudinal study.

Perceptions and experiences of bullying in younger pupils.

Predicting teacher interventions in bullying situations.

The use and effectiveness of anti-bullying strategies

School bullying is an important concern for children, parents, schools and policy makers and it has received a huge amount of research and media interest. Whilst there is growing knowledge obtained from empirical work about the nature, extent and effects of bullying, there are areas of complexity and inconsistency in the findings. We propose that one of the issues with bullying research is a lack of emphasis on the theoretical underpinnings which might go some way to explain these complexities. In this paper we will develop our thinking on the phenomenon of bullying using a sociocultural theoretical framework. In order to explicate this, we will provide a review of existing literature on school bullying around five main themes: 1) The problem of definition and interpretation of bullying; 2) The relational aspects of bullying 3) Evolution of bullying with cultural shifts 4) Bullying as a normalised practice; and 5) Bullying as part of someone’s life trajectory. For each theme we will review the empirical findings to highlight key issues, and then present arguments from relevant sociocultural theories which could add insight in each case. We will also show how varying strands of research into bullying can be integrated together through adopting a sociocultural approach and provide explanations for areas of complexity identified in research literature. In the course of our paper, we will draw on three theoretical frameworks in order to justify and support our premise that bullying needs to be viewed in relation to social, cultural and historical factors: (i) Bronfenbrenner’s ecological model (1979); (ii) Community of Practice (Wenger, 1998); and (iii) the concept of heterochronicity (Beach, 1995). We will conclude by suggesting some implications for both research and practice which arise from taking a sociocultural view of bullying

Institute of Education EPrints

What is this thing called bullying? : using sociocultural framing to interpret research on defining school bullying.

School bullying is an important concern for children, parents, schools and policy makers and it has received a huge amount of research and media interest. Whilst there is growing knowledge obtained from empirical work about the nature, extent and effects of bullying, there are areas of complexity and inconsistency in the findings. We propose that one of the issues with bullying research is a lack of emphasis on the theoretical underpinnings which might go some way to explain these complexities. In this paper we will develop our thinking on the phenomenon of bullying using a sociocultural theoretical framework. In order to explicate this, we will provide a review of existing literature on school bullying around five main themes: 1) The problem of definition and interpretation of bullying; 2) The relational aspects of bullying 3) Evolution of bullying with cultural shifts 4) Bullying as a normalised practice; and 5) Bullying as part of someone?s life trajectory. For each theme we will review the empirical findings to highlight key issues, and then present arguments from relevant sociocultural theories which could add insight in each case. We will also show how varying strands of research into bullying can be integrated together through adopting a sociocultural approach and provide explanations for areas of complexity identified in research literature. In the course of our paper, we will draw on three theoretical frameworks in order to justify and support our premise that bullying needs to be viewed in relation to social, cultural and historical factors: (i) Bronfenbrenner?s ecological model (1979); (ii) Community of Practice (Wenger, 1998); and (iii) the concept of heterochronicity (Beach, 1995). We will conclude by suggesting some implications for both research and practice which arise from taking a sociocultural view of bullying

Maunder, R

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What is this thing called bullying? Using sociocultural framing to interpret research on defining school bullying

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