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• W2021308385 abstract "The present research examined whether high school students ethically justify bullying behaviour within a school context. Ten students, purposefully selected because of their specific roles within the bully/victim paradigm, participated in semi-structured interviews. Data analysis using the constant comparative method associated with grounded theory revealed complex social structures that existed within the purposefully selected sample. These structures are dynamic and demand compliance by students. The consequences for dissent are social isolation and exclusion. A student's categorisation within the bully/victim paradigm may be determined by their ability to comply with the requirements of the complex constructs in the school social environment." @default.
• W2021308385 created "2016-06-24" @default.
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• W2021308385 date "2003-06-01" @default.
• W2021308385 modified "2023-09-23" @default.
• W2021308385 title "Dynamics within the Bully/Victim Paradigm: A qualitative analysis" @default.
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• W2021308385 doi "https://doi.org/10.1080/02667360303235" @default.
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