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Ecological systems with feedback model
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Most anti-bullying curricula in schools are based on the social-ecological perspective on bullying. The resulting whole-school approaches to anti-bullying policy hold the potential to empower school communities to deal with aggression by including parents, teachers, administrators, and community members in their efforts. In this paper, we consider...
Context in source publication
Context 1
... social-ecological perspective is a systems theory, and it can be depicted visually as a set of concentric circles, each containing successively more actors, groups, and other influencers (Bronfenbrenner, 1977;Divecha & Brackett, 2020;Hong et al., 2014) (see Fig. 1). The smallest circle contains just the individual, which is itself located inside several larger circles known as microsystems or small localized groups (e.g., friend groups, familial units). These microsystems are directly influential to the individual, but they are also contained in larger systems that have indirect effects on the ...Similar publications
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Citations
Challenges such as school bullying often occur in educational activities. Bullying is a complex social relationship problem that typically involves repeated, deliberate intent to harm or intimidate others by exploiting power imbalances. Bullying is generally ongoing and measured in terms of frequency (e.g., daily) and duration (e.g., during the previous school term). Although extensive research has been conducted on the topic, bullying remains a global concern that can have long-term negative personal, social, emotional, academic, and economic consequences (Deborah et al., 2023; Green et al., 2023). Bullying is one of the most prevalent problems in schools. The term bullying encompasses physical and verbal aggression, prejudice, and discrimination. Parents, family members, and teachers have become increasingly concerned about this problem (Barros, 2024).
Most antibullying curricula in schools are based on a social–ecological perspective. Whole-school approaches to developing antibullying policy from this perspective have the potential to empower school communities to address aggression by involving parents, teachers, administrators, and community members.This opinion piece explored how life education can enhance a social–ecological approach to antibullying programs (Donoghue et al., 2023).
Challenges such as school bullying often occur in educational activities. Bullying is a complex social relationship problem that typically involves repeated, deliberate intent to harm or intimidate others by exploiting power imbalances. Bullying is generally ongoing and measured in terms of frequency (e.g., daily) and duration (e.g., during the previous school term). Although extensive research has been conducted on the topic, bullying remains a global concern that can have long-term negative personal, social, emotional, academic, and economic consequences (Deborah et al., 2023; Green et al., 2023). Bullying is one of the most prevalent problems in schools. The term bullying encompasses physical and verbal aggression, prejudice, and discrimination. Parents, family members, and teachers have become increasingly concerned about this problem (Barros, 2024).
Most antibullying curricula in schools are based on a social–ecological perspective. Whole-school approaches to developing antibullying policy from this perspective have the potential to empower school communities to address aggression by involving parents, teachers, administrators, and community members. This opinion piece explored how life education can enhance a social–ecological approach to antibullying programs (Donoghue et al., 2023).