000			01374cam a2200157 4500500
005			20250121144810.0
041			_afre
042			_adc
100	1	0	_aStahel, Tina _eauthor
245	0	0	_aThe role of bystanders in bullying at school: Toward a systemic understanding
260			_c2021.
500			_a62
520			_aBullying at school is increasingly represented as a group phenomenon. More specifically, in a systemic logic, the use of repeated aggression against one or more peers deemed to be “different” is a solution found by students to regulate their relationships and, more generally, to maintain homeostasis within their peer system. 3,260 students aged 12 to 14 were surveyed by e-questionnaire and by focus groups in order to better understand the group context from which bullying emerges, as well as the role of bystanders in these situations. The results show that these students prefer to reinforce or imitate the violence exerted against one or more stigmatized peers, rather than to support or help them. They can also relatively easily become “perpetrators” or “victims” in the same situation of bullying or over the course of their school career.
786	0		_nThérapie Familiale | 42 | 1 | 2021-03-01 | p. 23-38 | 0250-4952
856	4	1	_uhttps://shs.cairn.info/journal-therapie-familiale-2021-1-page-23?lang=en&redirect-ssocas=7080
999			_c590427 _d590427