Communication and Collaboration between School and Family for Addressing Bullying
Bibliographic Data
| ID | 12970450 |
|---|---|
| Authors | Panagiotis J Stamatis (0000-0002-9459-7156, University of the Aegean, corresponding author), Eleni Nikolaou (0000-0003-1840-3433, University of the Aegean) |
| Year | 2016 |
| Volume | 5 |
| Pages | 99-104 |
| Publication date | 2016-05-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Criminology and Sociology (JOURNAL) |
| Journal identifiers | ISSN: 1929-4409 • E-ISSN: 1929-4409 |
| Publisher | Lifescience Global (PUBLISHER • CA) |
| DOI | 10.6000/1929-4409.2016.05.09 |
| OpenAlex | W2472624345 |
| Language | EN |
| Citations received | 4 |
| References cited | 19 |
School and family are the main socializing agents for children. Therefore, effective communication and collaboration between these contexts is essential, although sometimes there are barriers to school-family partnership, particularly when they try to play a more active role in the educational process. It is widely recognized that parent involvement in school has successful contributions to student school outcomes. Moreover, It is crucial for addressing effectively bullying, as it is a problem student behaviour in Greek society as well.In this context, the present research aims to explore teachers' views about family-school communication and collaboration regarding the extent to which they address effectively bullying. 150 primary education teachers from public schools in Rhodes participated in this research, which conducted in 2015. Results show that teachers endorse the importance of school-family collaboration for addressing bullying. In addition, they consider this collaboration important, as it has an important influence on children's attitudes to school, and their behaviour in school environment. Furthermore, they suggest that school-family collaboration may improve students' social skills, which can enhance their emotional development and reduce their social isolation from the peer group. Finally, they assert that school-family collaboration can empower children's relationship with their parents and teachers, and in the long term it can contribute in enhancing their school achievement
Context (archaeology · General partnership · Isolation (microbiology · Medical education · Pedagogy · Political science · Bullying, Victimization, and Aggression · Child Development and Digital Technology · Medicine · Parental Involvement in Education · Psychology
Parental involvement and school engagement reduce adolescent aggressive behaviors
Greek Preschool Teachers' Perceptions about the Effective Strategies for Bullying Prevention in Preschool Age
Communication Violence in Verbal Expression and Nonverbal Behavior of Preschool and Early Primary School Teachers During Teaching Process
Methodological Analysis of the Effect of an Anti-Bullying Programme in Secondary Education through Communicative Competence
Child Protection Practice
A Systematic Review of School-Based Interventions to Prevent Bullying
Research on School Bullying and Victimization
Parent/Child Concordance about Bullying Involvement and Family Characteristics Related to Bullying and Peer Victimization
Bullying at School
Strengthening Social and Emotional Competence in Young Children—The Foundation for Early School Readiness and Success
Aggression
The Concept of Family Resilience
Bullying and victimization at school
Bullying in Flemish schools
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,44 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |