2023-08-01, Reyhing, Yvonne, Lieb, Johanna, Abt, Stefanie, Perren, Sonja

2022, Gutzwiller-Helfenfinger, Eveline, Perren, Sonja

Despite a growing awareness that bullying at school has a moral dimension at its core, the bulk of relevant research and most prevention and intervention efforts do not systematically address or include the role of moral development and functioning in bullying. The aim of this chapter is to integrate theoretical and empirical findings on bullying and morality in a social-ecological process model, which can be used to guide further research and approaches for preventing bullying. In brief, the model describes how, in the context of the social culture and climate of the classroom and the school, emerging bullying behaviors are reinforced by the initial reactions of peers and teachers and how subsequent moral distancing processes initiate a vicious cycle of intensification and, subsequently, the normalization of bullying and moral disengagement.

2016, Perren, Sonja, Malti, Tina

2012, Perren, Sonja, Graf, Iren

2023, Reyhing, Yvonne, Lieb, Johanna, Perren, Sonja

2021, Perren, Sonja, Kalkusch, Isabelle, Burkhardt Bossi, Carine

2016, Perren, Sonja, Argentino-Groeben, Maureen, Stadelmann, Stephanie, von Klitzing, Kai

2022, Reyhing, Yvonne, Brun, Bettina, Perren, Sonja

2018, Perren, Sonja, Weiss, Barbara, Jaggy, Ann-Kathrin, Burkhardt Bossi, Carine

2013, McGuckin, Conor, Perren, Sonja, Corcoran, Lucie, Cowie, Helen, Dehue, Francine, Ševčíková, Anna, Tsatsou, Panayiota, Völlink, Trijntje