Ken Rigby – författare

The relationships children form with each other are important not only to childhood happiness but also to healthy adult functioning. Originally published in 1998, Phillip Slee and Ken Rigby presented an up-to-date overview of the latest findings in this area at the time, with reviews of current theory, research and intervention strategies across a wide range of topics from an international group of researchers and clinicians.

Children’s Peer Relations includes sections on peer status, gender and ethnicity, disability, illness and loneliness with particular attention to the question of how children’s peer relations can best be described and evaluated. There is also critical examination of methods of intervention to improve children’s relations with others in school, family and community. Children’s Peer Relations provided social researchers, school counsellors, psychologists and students of child development with a comprehensive handbook on this crucial topic. Today it can be read in its historical context.

The relationships children form with each other are important not only to childhood happiness but also to healthy adult functioning. Originally published in 1998, Phillip Slee and Ken Rigby presented an up-to-date overview of the latest findings in this area at the time, with reviews of current theory, research and intervention strategies across a wide range of topics from an international group of researchers and clinicians.

Children’s Peer Relations includes sections on peer status, gender and ethnicity, disability, illness and loneliness with particular attention to the question of how children’s peer relations can best be described and evaluated. There is also critical examination of methods of intervention to improve children’s relations with others in school, family and community. Children’s Peer Relations provided social researchers, school counsellors, psychologists and students of child development with a comprehensive handbook on this crucial topic. Today it can be read in its historical context.

Multiperspectivity on School Bullying is unique in providing a comprehensive account of school bullying from the perspectives of schools, teachers, parents, students and institutional authorities. It identifies diverse viewpoints and discusses their implications for addressing bullying and thereby improving the mental health and well-being of children.

Drawing on findings from studies conducted in a wide range of countries, including those undertaken by the author in his own country, Australia, this book examines experiences of bullying and debates around how bullying can be best understood, managed and discouraged. It outlines what is needed before an agreed understanding of the problem can be reached and more effective anti-bullying programs devised and implemented. The book examines both historical and cultural factors relating to bullying and violence; major theoretical and research perspectives on bullying; views of different social groups affected by bullying; and how different institutional authorities view school bullying. It highlights the need for a multiperspectivity approach to bullying, taking into account and evaluating a variety of viewpoints that are currently held.

This book will be of great interest to academics, researchers and students in the fields of bullying, wellbeing and mental health in schools. It will also be valuable reading for educational leaders around the globe.

Multiperspectivity on School Bullying is unique in providing a comprehensive account of school bullying from the perspectives of schools, teachers, parents, students and institutional authorities. It identifies diverse viewpoints and discusses their implications for addressing bullying and thereby improving the mental health and well-being of children.

Drawing on findings from studies conducted in a wide range of countries, including those undertaken by the author in his own country, Australia, this book examines experiences of bullying and debates around how bullying can be best understood, managed and discouraged. It outlines what is needed before an agreed understanding of the problem can be reached and more effective anti-bullying programs devised and implemented. The book examines both historical and cultural factors relating to bullying and violence; major theoretical and research perspectives on bullying; views of different social groups affected by bullying; and how different institutional authorities view school bullying. It highlights the need for a multiperspectivity approach to bullying, taking into account and evaluating a variety of viewpoints that are currently held.

This book will be of great interest to academics, researchers and students in the fields of bullying, wellbeing and mental health in schools. It will also be valuable reading for educational leaders around the globe.