Page 82 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 82
šolsko polje, letnik xxx, številka 5–6
can be found in contextual questionnaires of the International Civic and
Citizenship Education Study (ICCS) 2016.
Theoretical framework
Kristančič (2002, p. 97) defined violence as “a symptom of aggressive and
hostile activities of individual groups and their members”. He describes
aggression as “all activities executed so as to cause damage to another per-
son, animals and inanimate objects” (ibid., 98).1 Merrell et. al. (2008, p.
26) defined bullying
as repeated acts of aggression, intimidation, or coercion against a victim
who is weaker than the perpetrator in terms of physical size, psycholog-
ical/social power, or other factors that result in a notable power differ-
ential.
There are different divisions of peer violence among researchers. Ol-
weus (1993, in Pečjak, 2014) distinguishes between direct peer violence
(overt assault on a person) and indirect bullying (social isolation and ex-
clusion). Sullivan (2011) divides bullying into physical (beat with injury,
deliberate kicking, stripping, lashing, restraining, biting, overthrowing,
pushing, deliberately damaging an individual’s property or destroying his
or her personal objects) and psychological violence (assaulting an individ-
ual’s interior). Mental violence is further divided into verbal and non-ver-
bal violence (direct non-verbal, indirect non-verbal and/or relational
violence).
Berger (2007, in Pečjak, 2014) conducted a survey reviewing contri-
butions to peer violence and summarized four main categories: physical
violence (urging, kicking, damaging property of another), relational vio-
lence (manipulation of interpersonal relationships), verbal violence (teas-
ing) and online bullying (spreading rumors online or sending offensive
phone messages). Bučar Ručman (2009, in Javornik and Klemenčič, 2019)
claims that there are three main categories of violence among students in
school; physical, psychical and sexual violence. There is a connection be-
tween social conditions and delinquency of students, which many stud-
ies have shown.
Daniels (2017, p. 2) summarized three main forms of bullying; overt
bullying, covert bullying and cyberbullying. For boys the most com-
mon forms are physical bullying and harassment, which is part of overt
bullying. Studies found verbal violence more among girls, for example
name-calling or making gestures, spreading rumors, excluding an indi-
1 Summarized from Javornik and Klemenčič, 2019, p .1
80
can be found in contextual questionnaires of the International Civic and
Citizenship Education Study (ICCS) 2016.
Theoretical framework
Kristančič (2002, p. 97) defined violence as “a symptom of aggressive and
hostile activities of individual groups and their members”. He describes
aggression as “all activities executed so as to cause damage to another per-
son, animals and inanimate objects” (ibid., 98).1 Merrell et. al. (2008, p.
26) defined bullying
as repeated acts of aggression, intimidation, or coercion against a victim
who is weaker than the perpetrator in terms of physical size, psycholog-
ical/social power, or other factors that result in a notable power differ-
ential.
There are different divisions of peer violence among researchers. Ol-
weus (1993, in Pečjak, 2014) distinguishes between direct peer violence
(overt assault on a person) and indirect bullying (social isolation and ex-
clusion). Sullivan (2011) divides bullying into physical (beat with injury,
deliberate kicking, stripping, lashing, restraining, biting, overthrowing,
pushing, deliberately damaging an individual’s property or destroying his
or her personal objects) and psychological violence (assaulting an individ-
ual’s interior). Mental violence is further divided into verbal and non-ver-
bal violence (direct non-verbal, indirect non-verbal and/or relational
violence).
Berger (2007, in Pečjak, 2014) conducted a survey reviewing contri-
butions to peer violence and summarized four main categories: physical
violence (urging, kicking, damaging property of another), relational vio-
lence (manipulation of interpersonal relationships), verbal violence (teas-
ing) and online bullying (spreading rumors online or sending offensive
phone messages). Bučar Ručman (2009, in Javornik and Klemenčič, 2019)
claims that there are three main categories of violence among students in
school; physical, psychical and sexual violence. There is a connection be-
tween social conditions and delinquency of students, which many stud-
ies have shown.
Daniels (2017, p. 2) summarized three main forms of bullying; overt
bullying, covert bullying and cyberbullying. For boys the most com-
mon forms are physical bullying and harassment, which is part of overt
bullying. Studies found verbal violence more among girls, for example
name-calling or making gestures, spreading rumors, excluding an indi-
1 Summarized from Javornik and Klemenčič, 2019, p .1
80
