Preventing Bullying Through Science, Policy, and Practice PDF Download

Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 030944070X
Category : Law
Languages : en
Pages : 362

View

Book Description
Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.

Author: Prya Anapurna Iyer
Publisher:
ISBN:
Category : Bullying in schools
Languages : en
Pages : 126

View

Book Description
Prior research has documented long-term psychological problems (e.g. emotional distress, anxiety, and depression; Kochenderfer-Ladd & Wardrop, 2001) experienced as a result of being bullied as an adolescent. Although being a recipient of peer victimization has been related to psychological health, limited research has looked at the association between peer victimization and physical health problems. Even fewer studies have investigated the relationship between being bullied and health outcomes over time. This dissertation examined whether peer victimization in early adolescence lead to changes in neuroendocrine functioning (as assessed by cortisol) and physical health outcomes several years later. Adolescents and their parents (N = 120) participated in this two phase study occurring over an approximate 2.5 year period. At the first assessment, adolescents and their parents answered questions about the child's social experiences, and psychological and physical health. In addition, the adolescent collected saliva samples (to assess cortisol levels). At the second assessment, adolescents and their parents completed identical surveys and adolescents completed an additional two days of cortisol samples. As expected, being peer victimized at the first assessment was related to poorer psychological and physical health problems as the second assessment. Moreover, this study found that peer victimization at time 1 was related to altered diurnal patterns of cortisol over time. Finally, this dissertation assessed whether changes in cortisol mediate the relationship between victimization and health.

Author: Marcia Saintil
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

View

Book Description

Author: Ken Rigby
Publisher: Jessica Kingsley Publishers
ISBN: 9781853028724
Category : Social Science
Languages : en
Pages : 326

View

Book Description
This book examines bullying behaviour in a wide range of settings, including kindergartens, schools, the workplace, in sports and prisons. Looking at bullying in each of these areas, it discusses alternative views and perspectives on bullying, helping policy makers and professionals to coordinate their work and so tackle the problem effectively.

Author: Marion K. Underwood
Publisher: Guilford Press
ISBN: 1609182332
Category : Psychology
Languages : en
Pages : 497

View

Book Description
This authoritative, engaging text examines the key role of relationships in child and adolescent development, from the earliest infant?caregiver transactions to peer interactions, friendships, and romantic partnerships. Following the sequence of a typical social development course, sections cover foundational developmental science, the self and relationships, social behaviors, contexts for social development, and risk and resilience. Leading experts thoroughly review their respective areas and highlight the most compelling current issues, methods, and research directions. End-of-chapter suggested reading lists direct students and instructors to exemplary primary sources on each topic.

Author: Corinna Young
Publisher: Routledge
ISBN: 1317994507
Category : Education
Languages : en
Pages : 213

View

Book Description
These timely intervention strategies make your school safer for everyone! Bullying Behavior: Current Issues, Research, and Interventions provides the most up-to-date reports on the dynamics of bullying, including who bullies and why, who the victims are, and how depression and anxiety are correlated with bullying. It also presents detailed case studies of successful anti-bullying strategies for both local schools and national campaigns. Drawing on national and international clinical research, this book is indispensable for teachers and school administrators, therapists and child psychologists, social workers, child advocates and counselors, court personnel, probation officers, and education policymakers. Bullying Behavior addresses all the issues of bullying, including: preventing sexual harassment models of bully and victim behavior the roles of dominance and bullying in the development of early heterosexual relationships psychosocial correlates in bullying and victimization peer influences during early adolescence students who are passive observers to the victimization of others

Author: Kenneth H. Rubin
Publisher: Psychology Press
ISBN: 1317781902
Category : Psychology
Languages : en
Pages : 402

View

Book Description
Psychologists of varying theoretical persuasions have long held that social experiences are critical to normal developmental trajectories and that the lack of such experiences is worthy of compensatory attention. Surprisingly, however, little empirical attention has been directed to the study of the psychological significance of social solitude for children. In an effort to shed new light on the meanings and developmental course of social solitude in childhood, a group of esteemed scholars from Europe and North America was invited to share and exchange information. An international audience of researchers actively involved in the study of social withdrawal and social inhibition or shyness in childhood was led in discussion by the scholars whose chapters are published in this volume. The editors hope that this offering stimulates continuing efforts to better understand the developmental meanings, causes, and courses of this childhood social dysfunction.

Author: Björn Sjögren
Publisher: Linköping University Electronic Press
ISBN: 9179297285
Category :
Languages : en
Pages : 128

View

Book Description
När elever blir utsatta för kränkningar finns ofta andra elever närvarande som åskådare. Dessa åskådare kan anta olika sociala roller: de kan assistera eller förstärka de som utsätter, försvara de som blir utsatta eller förbli passiva. Syftet med den här avhandlingen var att undersöka hur elevers åskådarbeteenden vid kränkningssituationer hänger samman med moraliskt disengagemang, elev-lärarrelationer och tillit till sin egen och klassens förmåga att försvara de som blir utsatta. Självrapporterade enkätdata samlades in från elever i årskurs 4–8 och analyserades med hjälp av olika statistiska metoder såsom flernivåanalys och strukturella ekvationsmodeller. Resultaten visar att de tre åskådarbeteendena hänger samman med faktorer på både individ- och klassnivå. Att assistera och förstärka de som utsätter hade starkast samband (positivt) med moraliskt disengagemang. Att försvara de som blir utsatta och att förbli passiv hade starkast samband (positivt respektive negativt) med självtillit. Resultaten pekar också på att det positiva sambandet mellan att försvara utsatta och självtillit går åt båda håll: försvararbeteenden predicerar självtillit och själv­tillit predicerar försvarar­beteenden. I enlighet med socialkognitiv teori visar den här avhandlingen på betydelsen av att beakta ett komplicerat mönster av faktorer på olika nivåer när man studerar elevers åskådarbeteenden. Peer victimization most often occurs in the presence of bystanders, who play different social roles. They may assist or reinforce those who victimize, defend those who are victimized, or remain passive. The aim of this thesis was to investigate how students’ bystander behaviors in peer victimization are associated with moral disengagement, efficacy beliefs, and student-teacher relationship quality. Self-report questionnaire data were collected from students in grades 4 to 8, and were analyzed using different statistical methods, such as multilevel modeling and structural equation modeling. The findings show that the three types of bystander behaviors are associated with both individual- and classroom-level characteristics. Assisting and reinforcing those who victimize were most strongly associated (positively) with moral disengagement. Defending those who are victimized and remaining passive were most strongly associated (positively and negatively, respectively) with self-efficacy to defend victims. The findings also indicate that the positive association between students’ defending bystander behaviors and their self-efficacy to defend is bidirectional: defending predicts self-efficacy and self-efficacy predicts defending. In line with social cognitive theory, this thesis highlights the importance of considering a complex pattern of factors at different levels when addressing students’ bystander behaviors.

Author: Jessica Biba (A.)
Publisher:
ISBN:
Category : Bullying
Languages : en
Pages : 44

View

Book Description
Bullying (also known as peer victimization) is a widespread concern that has become increasingly problematic in public education. Although it is difficult to determine the exact magnitude and potential impact of peer victimization, it is unquestionably a major issue that is present and threatening to today's youth. Recognition of the impact bullying has on mental health is an essential piece that ensures this concern will be addressed appropriately. A collaborative initiative among varying professionals, including school counselors and administrative personnel, is also a crucial component in proactively attending to the needs of children and adolescents. As awareness of peer victimization has developed, there has been an interest in its potential long-term effects. Peer victimization may be linked to severe and possible long-term consequences such as anxiety, depression, and posttraumatic stress and statistics document the alarming magnitude of children and adolescents who are at risk. If the individual's symptomology is not addressed appropriately, it may continue to interfere with one's ability to function in social, academic, and eventually in occupational settings.

Author: Monica J. Harris, PhD
Publisher: Springer Publishing Company
ISBN: 0826103790
Category : Psychology
Languages : en
Pages : 397

View

Book Description
Both children and adults who experience chronic peer victimization are at considerable risk for a host of adverse psychological consequences, including depression, aggression, even suicidal ideation. Bullying, Rejection, and Peer Victimization is the only book that addresses bullying across the developmental spectrum, covering child, adolescent, and adult populations. The contributors offer in-depth analyses on traditional aggression and victimization (physical bullying) as well as social rejection (emotional bullying). Peer and family relationships, relational aggression, and cyber-bullying are just a few of the important topics discussed. Key Features: Analyzes both perpetrator's and victim's sides of the peer victimization experience Explores how gender traits influence aggression Investigates how family dynamics influence chronic peer victimization Examines the relationships between social status, power, and aggression This text offers a wealth of insight into the experiences of victims of peer bullying, using cutting-edge theoretical perspectives, including social cognition, social ecology, genetics and genetic-environment interactions, and social cognitive neuroscience.