Page 107 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 107
https://w w w.doi.org/10.32320/978-961-270-341-7.107-126
Preventing bullying:
Peer culture as the crucial developmental
context in adolescence
Katja Košir
Faculty of Arts, University of Maribor, Slovenia
Abstract
Bullying is a phenomenon inevitably embedded in a group context; it is
defined by and reflects the broader classroom peer dynamics. The present
article aims to review and synthesise current scientific conceptualisations
and findings regarding bullying dynamics in adolescence. The multi-lev-
el nature of factors that contribute to bullying is presented with emphasis
on classroom-level factors. The characteristics of peer groups as students’
crucial developmental contexts that co-determine the dynamics of bully-
ing are presented. In addition, the special relevance of classroom factors of
bullying in the Slovenian school system is explained. As also emphasised
in the PYD perspective, it is argued that bullying can only be understood
by investigating the interaction of characteristics of the individual with the
characteristics of students’ classrooms as their primary reference group.
Keywords: peers, bullying, classroom characteristics, prevention, inclusive
peer culture
Vrstniška skupina kot ključni razvojni kontekst v mladostništvu:
prikaz na primeru preprečevanja medvrstniškega nasilja
Povzetek
Medvrstniško nasilje je pojav, ki je neizogibno vpet v skupinski kontekst,
saj je določen s širšo razredno dinamiko in jo obenem odraža. Namen pri-
spevka je povzeti in povezati sodobne znanstvene opredelitve in ugotovitve,
107
Preventing bullying:
Peer culture as the crucial developmental
context in adolescence
Katja Košir
Faculty of Arts, University of Maribor, Slovenia
Abstract
Bullying is a phenomenon inevitably embedded in a group context; it is
defined by and reflects the broader classroom peer dynamics. The present
article aims to review and synthesise current scientific conceptualisations
and findings regarding bullying dynamics in adolescence. The multi-lev-
el nature of factors that contribute to bullying is presented with emphasis
on classroom-level factors. The characteristics of peer groups as students’
crucial developmental contexts that co-determine the dynamics of bully-
ing are presented. In addition, the special relevance of classroom factors of
bullying in the Slovenian school system is explained. As also emphasised
in the PYD perspective, it is argued that bullying can only be understood
by investigating the interaction of characteristics of the individual with the
characteristics of students’ classrooms as their primary reference group.
Keywords: peers, bullying, classroom characteristics, prevention, inclusive
peer culture
Vrstniška skupina kot ključni razvojni kontekst v mladostništvu:
prikaz na primeru preprečevanja medvrstniškega nasilja
Povzetek
Medvrstniško nasilje je pojav, ki je neizogibno vpet v skupinski kontekst,
saj je določen s širšo razredno dinamiko in jo obenem odraža. Namen pri-
spevka je povzeti in povezati sodobne znanstvene opredelitve in ugotovitve,
107
