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The phenomenon of bullying is one of the most common forms of aggression among children in schools. This problem is of a global nature, and this fact explains the particular attention of scholars to it. In their article, Menesini and Salmivalli (2017) examine the current state of knowledge on the topic and thoroughly discuss all of the aspects of bullying. They include the criteria, which define this behavior, its prevalence, age and gender differences, various types of it as well as a specific precondition for emerging issues regarding the aggressiveness of this population group (Menesini & Salmivalli, 2017). In this way, the study covers all the essential aspects of the matter and its effects on children.
The authors emphasize the inconsistency of previous research on the subject. In the article, they claim that it is related to the prevalence rates due to different measurement methods, but they indicate that the most vulnerable people are youth (Menesini & Salmivalli, 2017). Bullying can be either physical or emotional, and the initiators are more frequently boys (Menesini & Salmivalli, 2017). According to the study, this kind of violence can be considered as such only in the case of repetition, intention, and an imbalance of power, and it is usually caused by prejudice (Menesini & Salmivalli, 2017). On an individual level, this issue emerges due to the lack of social skills and other problems of a bully. As for schools, it is connected to demographic factors and can be resolved only by special programs.
As can be seen from the scope of data covered by the article under consideration, it includes all of the aspects of bullying among children. It allows concluding on its usefulness for developing a presentation on the topic. The principal benefit of this source is the provision of both theoretical and practical information contributing to the inclusion of all the factors, their overall influence, and possible interventions in further research.
Reference
Menesini, E., & Salmivalli, C. (2017). Bullying in schools: The state of knowledge and effective interventions. Psychology, Health & Medicine, 22(sup1), 240-253.
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