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Polymorphous heterogeneity and episodes of violence in school community: educational implications for building a democratic school

dc.contributor.authorSofologi, Maria
dc.contributor.authorMarkou, Euaggelia
dc.contributor.authorKougioumtzis, Georgios
dc.contributor.authorKamari, Afroditi
dc.contributor.authorTsanidou, Anastasia
dc.contributor.authorPorfyri, Georgia-Nektaria
dc.contributor.authorVavetsi, Sofia
dc.contributor.authorGiannoglou, Sofia
dc.contributor.authorEfstratopoulou, Maria
dc.contributor.authorTsiviki, Eleni
dc.contributor.authorBonti, Eleni
dc.contributor.authorTachmatzidis, Dimitrios
dc.date.accessioned2022-01-19T09:01:13Z
dc.date.available2022-01-19T09:01:13Z
dc.date.issued2020
dc.identifier.issn2472-5048
dc.identifier.urihttp://hdl.handle.net/11728/12109
dc.description.abstractThe present article is an attempt to shed light on a plethora of research studies concerning bullying and acts of violence within school settings. Furthermore, a basic aim of the chapter is to present different facets of school bullying. The presentation and interpretation of different theoretical approaches and the connection with the pro ile of different fragile community members aims to gain an understanding of bullying and victimization. Social and cultural heterogeneity seems to reinforce intimidating forms of aggression. Furthermore, the article emphasizes on suggestions that deal with the root causes of aggression, abuse and violence to help schools prevent and deal with this serious issue and become the nurturing learning environments and democratic school that they should be.en_UK
dc.language.isoenen_UK
dc.relation.ispartofseriesDual Diagnosis;5 (1). pp. 1-6.
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en_UK
dc.source.urihttps://dual-diagnosis.imedpub.com/en_UK
dc.subjectbullyingen_UK
dc.subjectbrain networksen_UK
dc.subjectcultural diversityen_UK
dc.subjectsocial diversityen_UK
dc.subjectschool communityen_UK
dc.titlePolymorphous heterogeneity and episodes of violence in school community: educational implications for building a democratic schoolen_UK
dc.typeArticleen_UK
dc.doi10.36648/2472-5043.5.1.4en_UK


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