- The bully-free classroom: Over 100 tips and strategies for teachers k-8
Author: Beane, A. L.
Publisher: Free Spirit Publishers
ABSTRACT: The Bully Free Classroom is the right book for today's times. USA Today featured the book and author Dr. Allan Beane's practical and effective strategies for coping with bully behavior, encouraging parental involvement, and making classrooms a place to learn, not fear. "Beane's book offers a cornucopia of useful ideas for parents." The Washington Post's parenting expert Marguerite Kelly urges parents to "buy one for your school. It's a great how-to book for teachers." This book covers the basics of bullying in the classroom and on the playground and what the class and the teacher can do to prevent it and deal with it. It also gives ideas on how to cope with bullies in life outside of the school. The book is well organized and easy to read. It has a lot of rules/ideas in graphic organizers for easy transfer to posters. There are a lot of pages to copy for the kids to use to discuss and understand bullying. This is a good book to read to make school a safe place to be. The bullying survey is a great way to determine what and who is a bully or who is being bullied and what to look for.
- Bullying in American Schools: A socio-ecological perspective on prevention and intervention
Author: Espelage, D. L., & Swearer, S. M.
Publisher: Mahwah, NJ: Lawrence
ABSTRACT: Much of our knowledge about bullying behaviors comes from research conducted over the past several decades in Europe, Australia, and Canada. Until the past decade, research in the United States has lagged behind our European, Australian, and Canadian counterparts. This book seeks to fill this void by forwarding research on bullying across contexts conducted with American participants. This book is an exciting compilation of research on bullying in school-aged youth conducted across the United States by a representative group of researchers, including developmental, social, counseling, school, and clinical psychologists. As such, it presents a picture of the complexity of bullying behaviors and offers suggestions for using data-based decision-making to intervene and reduce bullying behaviors in our nation's schools.
- Bullying beyond the schoolyard: Preventing and responding to cyberbullying
Author: Hinduja, S., & Patchin, J. W.
ABSTRACT: Focusing on how technology can facilitate or magnify bullying behavior, this resource provides proactive strategies, current research, and legal rulings to protect students from cyberbullying.
- Respect and protect: A practical step-by-step violence prevention and intervention program for schools and communities
Author: Rembolt, C., & Zimman, R.
- Bullying: Resources for Parents
ABSTRACT: This website provides resources specifically for parents, including webinars, links to research reports, and fact sheets
- More than just mean girls: A series on relational aggression
Organization: Children, Youth, & Family Consortium
ABSTRACT: This website provides videos and presentation materials about the development of relational aggression as well as information about prevention and intervention.
- Bullying Prevention
ABSTRACT: Includes list of books, curricula, guides, and videos.
- Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation.
Author: Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S.
Journal: School Psychology Quarterly, volume 25, issue 2
ABSTRACT: Research on the predictors of 3 bully status groups (bullies, victims, and bully victims) for school-age children and adolescents was synthesized using meta-analytic procedures. The primary purpose was to determine the relative strength of individual and contextual predictors to identify targets for prevention and intervention. Age and how bullying was measured were also considered as moderators. From an original pool of 1,622 studies conducted since 1970 (when research on bullying increased significantly), 153 studies were identified that met criteria for inclusion. A number of common and unique predictors were found for the bully status groups. The implications of the meta-analytic findings for future research on bullying and victimization prevention and intervention are discussed
- Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment.
Author: Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P.
Journal: Journal of the American Medical Association, 285
ABSTRACT: Context Although violence among US youth is a current major concern, bullying is infrequently addressed and no national data on the prevalence of bullying are available. Objectives To measure the prevalence of bullying behaviors among US youth and to determine the association of bullying and being bullied with indicators of psychosocial adjustment, including problem behavior, school adjustment, social/emotional adjustment, and parenting. Design, Setting, and Participants Analysis of data from a representative sample of 15,686 students in grades 6 through 10 in public and private schools throughout the US who completed the World Health Organization's Health Behavior in School-aged Children survey during the spring of 1998. Main Outcome Measure Self-report of involvement in bullying and being bullied by others. Results A total of 29.9% of the sample reported moderate or frequent involvement in bullying, as a bully (13.0%), one who was bullied (10.6%), or both (6.3%). Males were more likely than females to be both perpetrators and targets of bullying. The frequency of bullying was higher among 6th- through 8th-grade students than among 9th- and 10th-grade students. Perpetrating and experiencing bullying were associated with poorer psychosocial adjustment (P<.001); however, different patterns of association occurred among bullies, those bullied, and those who both bullied others and were bullied themselves. Conclusions The prevalence of bullying among US youth is substantial. Given the concurrent behavioral and emotional difficulties associated with bullying, as well as the potential long-term negative outcomes for these youth, the issue of bullying merits serious attention, both for future research and preventive intervention.
- Bullying at school — an indicator of adolescents at risk for mental disorders.
Author: Kaltiala-Heino, R., Rimpelae, M., Rantanen, P., & Rimpelae, A.
Journal: Journal of Adolescence Volume: 23
Publisher: Academic Press, United Kingdom
ABSTRACT: A number of 14-16 year old Finnish adolescents taking part in the School Health Promotion Study (n = 8,787 in 1995; n = 17,643 in 1997) were surveyed about bullying and victimization in relation to psychosomatic symptoms, depression, anxiety, eating disorders and substance use. A total of 9% of girls and 17% of boys were involved in bullying on a weekly basis. Anxiety, depression, and psychosomatic symptoms were most frequent among bully-victims and equally common among bullies and victims. Frequent excessive drinking and use of any other substance were most common among bullies and thereafter among bully-victims. Among girls, eating disorders were associated with involvement in bullying in any role, among boys with being bully-victims. Bullying should be seen as an indicator of risk of various mental disorders in adolescence.
- Examining the social context of bullying behaviors in early adolescence
Author: Espelage, D. L., Bosworth, K., & Simon, T. R.
Journal: Journal of Counseling & Development Volume: 78
ABSTRACT: Tested familial and adult influences, peer relations, and distal contextual factors as correlates of a continuous measure of bullying behavior in a sample of 558 middle school students. Sex, grade, race, free/reduced price lunch, Chapter 1 status, and zip code were included as demographic characteristics, and students were also categorized into mutually exclusive family types. Items selected from the University of Texas-Houston Health Science Center Student Questionnaire (L. L. Dahlberg et al, 1998) and various other scales were used to assess bullying behaviors and familial and adult influences, including adult messages about violence, family physical discipline, and adult contact and time with family. Negative peer influences, neighborhood safety, access to guns, and feeling unsafe at school were also assessed. Parental physical discipline, time spent without adult supervision, negative peer influences, and neighborhood safety concerns were all positively associated with bullying behavior. The authors conclude that counselors should focus prevention and intervention efforts on the risk factors within the larger social context of an adolescent's life.