bullying in schools
226608563
Bullying in schools
Dorte Marie Sondergaard
149008860
Preventing and Intervening with Bullying in Schools: A Framework for Evidence Based Practice
Bullying is a pervasive problem that impacts children and youth in schools involved as perpetrators, victims, and bystanders. This paper synthesizes findings from the empirical literature, including meta analyses, to examine the evidence for bullying prevention and intervention approaches with attention to developmental levels (preschool, elementary school, middle school, high school) Approaches and their evidence are described using a multi tiered framework of universal prevention and more targeted and indicated prevention for the roles in bullying (perpetrators, victims, bystanders) The role of school mental health providers in comprehensive bullying prevention and intervention efforts is explicated. Challenges in the field and future directions for research, including the need for more methodologically rigorous studies assessing fidelity and using appropriate measurement, attending to the role of technology in bullying, and evaluating targeted and indicated interventions with bullying perpetrators and victims, are provided.
Amanda B Nickerson
40620627
Bullying in schools: the state of knowledge and effective interventions
Abstract During the school years, bullying is one of the most common expressions of violence in the peer context. Research on bullying started more than forty years ago, when the phenomenon was defined as 'aggressive, intentional acts carried out by a group or an individual repeatedly and over time against a victim who cannot easily defend him or herself' Three criteria are relevant in order to define aggressive behaviour as bullying: (1) repetition, (2) intentionality and (3) an imbalance of power. Given these characteristics, bullying is often defined as systematic abuse of power by peers. It is recognised globally as a complex and serious problem. In the present paper, we discuss the prevalence, age and gender differences, and various types of bullying, as well as why it happens and how long it lasts, starting from the large surveys carried out in western countries and to a lower extent in low and middle income countries. The prevalence rates vary widely across studies; therefore, specific attention will be devoted to the definition, time reference period and frequency criterion. We will also focus on risk factors as well as short and long term outcomes of bullying and victimisation. Finally, a section will be dedicated to review what is known about effective prevention of bullying.
Psychology, health medicine
Ersilia Menesini Christina Salmivalli
207640520
Bullying in schools: the power of bullies and the plight of victims.
Bullying is a pervasive problem affecting school age children. Reviewing the latest findings on bullying perpetration and victimization, we highlight the social dominance function of bullying, the inflated self views of bullies, and the effects of their behaviors on victims. Illuminating the plight of the victim, we review evidence on the cyclical processes between the risk factors and consequences of victimization and the mechanisms that can account for elevated emotional distress and health problems. Placing bullying in context, we consider the unique features of electronic communication that give rise to cyberbullying and the specific characteristics of schools that affect the rates and consequences of victimization. We then offer a critique of the main intervention approaches designed to reduce school bullying and its harmful effects. Finally, we discuss future directions that underscore the need to consider victimization a social stigma, conduct longitudinal research on protective factors, identify school context factors that shape the experience of victimization, and take a more nuanced approach to school based interventions.
Annual review of psychology
Jaana Juvonen Sandra H Graham
210811102
Bullying In Schools
Christine Lentine
146825402
Victims of Bullying in Schools
This article provides an overview of current research on bullying (peer victimization, peer harassment) in school, with a focus on victims of such bullying. The 1st section provides a working definition of bullying and its many forms. The 2nd section describes some of the known consequences of being bullied for mental health, physical health, and academic achievement. The 3rd section turns to individual characteristics that might place children at risk for being bullied. The 4th section describes school based interventions to reduce bullying and its negative effects. The final section considers implications of research on school bullying for teacher practice.
Sandra E Graham
145067172
Approaches to Reduce Bullying in Schools A Critical Analysis from the Viewpoint of First and Second Order Perspectives on Bullying
In this article, recent research literature on bullying in schools is discussed. The authors approach the discussion from a critical angle, distinguishing between first order perspectives (bullying as part of individuals' dysfunction) and second order perspectives (bullying as part of social processes) to embrace the different understandings of bullying and to discuss these critically. The purpose is to present important knowledge to reduce bullying and to engage in a discussion of different perspectives on bullying. This article contributes to the existing knowledge of the field by discussing and developing the original concepts of first and second order interventions.
Kristine Kousholt Tine Fisker
143583440
How teachers address cases of bullying in schools: a comparison of five reactive approaches
According to student surveys conducted cross nationally, a substantial proportion of students continue to be bullied at school after they have sought help from teachers. This article examines a range of strategies that teachers employ in dealing with bully/victim cases. The most commonly used strategy is Direct Sanctions: the imposition of disciplinary sanctions on the person or persons identified as responsible for the bullying. Some other strategies seek to engage students more actively in resolving the problem. These include Restorative Practice, Mediation (including peer mediation) the Support Group Method and the Method of Shared Concern. This article describes and discusses the application of each of the strategies and the extent to which students may become creatively engaged in producing a solution. Available evidence suggests that the use of Direct Sanctions is no more successful than alternative strategies in addressing cases of school bullying and may result in less sustainable outcomes.
Ken Rigby
144170825
Risk and Protective Factors for Homophobic Bullying in Schools: An Application of the Social Ecological Framework
Homophobic bullying is a serious concern for students, parents, teachers, and school officials. This article reviews evidence on the status of this problem and how it may be addressed in a multilevel and multidisciplinary manner growing out of a social ecological perspective on homophobic bullying as a social phenomenon. The ecological framework developed by Urie Bronfenbrenner (1977, 1979) is applied to organize this effort, which includes micro exo and macro systems in which behavior and development are embedded. The inherent fluidity of experience postulated by Bronfenbrenner's ecological approach offers hope that as practices and policy to promote diversity move forward, they will reshape the social ecology of sexual minority youth.
Jun Sung Hong James Garbarino
12406274
Faculty perception of bullying in schools of nursing.
This article is a report of a study conducted to determine the prevalence of bullying among faculty members in schools or colleges of nursing. The issue of bullying of nursing faculty in the academic setting is of interest in terms of recruitment, retention, job satisfaction, and the overall quality of the work environment. This cross sectional, descriptive study of faculty in three northeastern states of the United States was carried out in 2010. The Negative Acts Questionnaire Revised (NAQ R) was used to survey faculty members in schools of nursing who award a baccalaureate degree (or higher) in nursing. A total of 473 faculty members met the inclusion criteria and responded to the NAQ R. An iterative exploratory principal components analysis with orthogonal rotation was performed. Of the original 22 items, 13 were retained to measure the experiences of negative acts in the nursing faculty workplaces. The mean total score for the 13 item instrument was 17.90 (SD 6.07) and ranged from 13 to 56. The resulting components structure produced three clear subscales identifying the experiences of verbal abuse, physical abuse, and devaluing. The revised 13 item instrument had a Cronbach's alpha value of .88. Experiences of bullying were reported in 169 of the 473 (36% respondents. A significant correlation was found between meeting frequency and the report of bullying (r .18, P .001) Administrators and senior faculty were more likely than expected to be the perpetrators of bullying. If the leaders are identified as bullies, the environment cannot be perceived as supportive and healthy. These unhealthy environments may have serious consequences related to retaining nursing faculty.
Journal of professional nursing official journal of the American Association of Colleges of Nursing
Claudia Anderson Beckmann Barbara L Cannella Dean Wantland