The self-perceptions of bullies in Cyprus primary schools
Kaloyirou, Chrystalla and Lindsay, Geoff. (2008) The self-perceptions of bullies in Cyprus primary schools. European Journal of Special Needs Education, Vol.23 (No.3). pp. 223-235. ISSN 0885-6257Full text not available from this repository.
Official URL: http://dx.doi.org/10.1080/08856250802130426
Bullying is a matter of significant concern in the Cypriot educational setting. Teachers usually report their difficulties in understanding bullies and their anxiety to find effective ways to deal with them. This project investigated the self‐concepts of a sample of nine boys identified as bullies at the end of primary schooling in Nicosia, Cyprus. The bullies’ self‐concepts were examined by the use of two instruments, namely, the Butler Self‐image profile for children (SIP‐C), which is derived from Personal Construct Theory, and the Harter Self‐perception profile for children (SPPC), derived from Self‐concept Theory. The results reveal that the bullies who participated in this study understood that their behaviour was usually inappropriate. Their self‐perceptions varied across a number of dimensions, indicating the need to examine the complexity of their view of themselves as part of any attempt to seek to implement behavioural change.
|Item Type:||Journal Article|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education
|Divisions:||Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)
Faculty of Social Sciences > Institute of Education ( -2013)
|Library of Congress Subject Headings (LCSH):||Bullying in schools -- Cyprus, Self-perception in children -- Cyprus, Self-perception in children -- Testing|
|Journal or Publication Title:||European Journal of Special Needs Education|
|Official Date:||August 2008|
|Page Range:||pp. 223-235|
|Access rights to Published version:||Restricted or Subscription Access|
Bannister, D., and J.M.M. Mair. 1968. The evaluation of personal constructs. London: Academic
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