08 SES 10 B, Bullying, Aggressive Behaviours and Wellbeing in Schools
Parallel Paper Session
The aim of the study is to develop a new, innovative self-report questionnaire that would allow for a reliable and valid assessment of the social wellbeing of children and youth at school. While large-scale cross-national comparisons (e.g., HBSC and PISA) and other well-known survey measures (e.g., CBCL; Achenbach, 1991) are relevant for much of the research on student wellbeing at school, they too often assess negative wellbeing, approach well-being from individual student’s perspective, or are too restrictive in scope for the contemporary and future needs of schools. It is imperative that the measure of student socioemotional wellbeing at school covers of a wide scope of relevant aspects of wellbeing that reflect the children’s own perspectives and experiences; has practical value; is easily comprehended by teachers and other school personnel; allows consistent measurements through time; and is based on advanced technology, e.g. a web-based questionnaire that generates composite indices of classes and schools that can easily be accessed and used in the everyday life of schools. The theoretical background of the questionnaire is in anti-bullying research, especially in the understanding of the socioemotional wellbeing as socially constructed and residing in the values, norms, and relations of the school community (Hamarus & Kaikkonen, 2008).
References: Achenbach, T. M. (1991). Maunal for the Child Behavior Checklist: 14-18 and 1991 Profile. University of Vermont Department of Psychiatry, Burlington, Vermont. Hamarus, P., & Kaikkonen, P. (2008). School bullying as a creator of pupil peer pressure. Educational Research, 50, 333-345.
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