School Bullying and Restorative Justice: Toward a Theoretical Understanding of the Role of Respect, Pride ,and Shame

Date

2006

Authors

Morrison, Brenda E

Journal Title

Journal ISSN

Volume Title

Publisher

Blackwell Publishing Ltd

Abstract

The adverse effects of school bullying and victimization have been well documented; yet, there has been little theoretical development in understanding these heterogeneous behavior patterns. This study integrates three theories that support the practice of restorative justice in responding to school bullying: Scheff's theory of unacknowledged shame, Braithwaite's reintegrative shaming theory; and Tyler's procedural justice theory. Specifically, the aim is to test the constructs of shame management (shame acknowledgment and shame displacement) and group value (pride, respect, and emotional group value) in explaining differences across four bullying status groups: nonbully/nonvictim, victim, bully, bully/victim. The results reveal different, but predictable, patterns of social and emotional disconnection from school across these groups. The importance of being emotionally intelligent when addressing bullying behaviors is discussed.

Description

Keywords

Keywords: psychology; social justice; social problem

Citation

Source

Journal of Social Issues

Type

Journal article

Book Title

Entity type

Access Statement

License Rights

DOI

10.1111/j.1540-4560.2006.00455.x

Restricted until

2037-12-31