NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1042938
Record Type: Journal
Publication Date: 2014
Pages: 7
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0040-5841
Reducing Bullying: Application of Social Cognitive Theory
Swearer, Susan M.; Wang, Cixin; Berry, Brandi; Myers, Zachary R.
Theory Into Practice, v53 n4 p271-277 2014
Social cognitive theory (SCT) is an important heuristic for understanding the complexity of bullying behaviors and the social nature of involvement in bullying. Bullying has been heralded as a social relationship problem, and the interplay between the individual and his or her social environment supports this conceptualization. SCT has been used to help guide the development of an individualized intervention for bully perpetrators, which will be described in this article. Intervening directly with those who bully others helps understand individual variation in bullying, as well as teaches bully perpetrators alternative, prosocial ways of interacting with others. Students who bully others exhibit a complex array of psychological, cognitive, and social characteristics. In this article, we argue that to truly reduce bullying, interventions must address these psychological, cognitive, and social contributing factors. Only when interventions target these constructs will individuals be able to transform their bullying behaviors into prosocial interactions.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A