Capel, Celine Marie (2013) Sustainability of bullying-free educational institutions in Asia and the role of teachers. Journal of Asian and African Studies , 48 (4). pp. 484-505. ISSN 0021-9096
Abstract
This paper develops a conceptual framework for increasing understanding of how teachers can contribute to a sustainable bullying-free learning environment in schools. Based on a review and analysis of extant literature, the paper argues for the facilitating roles of mindful social emotional learning implementation and teacher-student relationship quality in building and sustaining a bullying-free learning environment, which can impact the victim of a bullying act, the bully and their peers. The analysis leads to the research and practical implications that conclude the paper.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | © The Author(s) 2013. Published version deposited in accordance with the copyright policy of the publisher. |
| Faculty / Department / School: | Current - Faculty of Business, Education, Law and Arts - No Department |
| Date Deposited: | 18 Aug 2013 23:40 |
| Last Modified: | 15 Jul 2014 00:48 |
| Uncontrolled Keywords: | Asia; bully; bullying-free school; peers; relationship quality; social emotional learning; sustainability; teacher; victim |
| Fields of Research : | 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators 13 Education > 1303 Specialist Studies in Education > 130305 Educational Counselling |
| Socio-Economic Objective: | C Society > 93 Education and Training > 9301 Learner and Learning > 930104 Moral and Social Development (incl. Affect) |
| Identification Number or DOI: | 10.1177/0021909613493606 |
| URI: | http://eprints.usq.edu.au/id/eprint/23927 |
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