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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Open Access Journal

 

Family Background of Child Involvement in School Bullying: Impact of Psychological and Social Characteristics of the Family

Novikova M.A., Ph.D. in Psychology, Research fellow, Laboratory for Prevention of asocial behavior, Institute of Education National Research University Higher School of Economics, Moscow, Russia, mnovikova@hse.ru
Rean A.A., Doctor in Psychology, Professor, Institute of Education, National Research University Higher School of Economics, Moscow, Russia, arean@hse.ru
Abstract
The paper defines aggression and bullying and draws a distinction between them basing on the parameters of repetition and imbalance of power. We evaluate the occurrence of both phenomena in Russia and abroad basing on recent studies and analyse how family factors can affect whether the child will be involved in bullying or not and in which position: we describe the influence of structural, functional and communicative characteristics of the family system (close/distant relationships between the family members, preferred communicative style, marital conflict, relationship with siblings, etc.) and the features of parent-child interaction. Also, we analyse the contribution of certain social factors, such as the level of family income, parental education level etc. The influence of different psychological and social characteristics of the family on the risk of the child’s victimization in school bullying is estimated for each age group (from primary schoolchildren to high school students).

Keywords: bullying, school bullying, parameters of family system, social factors of bullying

Column: Developmental Psychology

DOI: http://dx.doi.org/10.17759/pse.2018230411

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