By Dorothy L. Espelage, Susan M. Swearer
A lot of our wisdom approximately bullying behaviors comes from examine performed during the last a number of many years in Europe, Australia, and Canada. until eventually the earlier decade, learn within the usa has lagged at the back of our ecu, Australian, and Canadian opposite numbers. This booklet seeks to fill this void via forwarding examine on bullying throughout contexts performed with American individuals. This booklet is an exhilarating compilation of study on bullying in school-aged adolescence carried out around the usa via a consultant crew of researchers, together with developmental, social, counseling, tuition, and scientific psychologists. As such, it offers an image of the complexity of bullying behaviors and gives feedback for utilizing data-based decision-making to interfere and decrease bullying behaviors in our nation's schools.Given the complexity of bullying and victimization, this booklet provides tips for colleges as they enhance prevention and intervention programming for bullying. offering a resource by which college directors can make the most of the examine findings, the publication is split into 5 components. half I illustrates the significance of person features throughout bully-victim subtypes. half II addresses how peer teams relate to bullying around the university years. half III explores how academics and school rooms impact bullying and aggression through the university years. half IV implicates ecological structures in fostering and protecting bullying in colleges. It additionally highlights the opportunity of those structures to paintings in battling bullying. half V specializes in particular points of prevention and intervention making plans.
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Additional info for Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention
Locus of control, attributions) (Graham & Juvonen, 1998b; Kochenderfer-Ladd & Ladd, 2001). These potential moderators and mediators might be particularly more salient for males than females, or vice versa. Social Skill Deﬁcit vs. Theory of Mind. A current debate among aggression scholars also informs the discussion of the impact of gender on bullying and victimization. One of the most inﬂuential explanatory models of aggression is based on social information processing (Crick & Dodge, 1994; Dodge & Coie, 1987).
S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094–2100. Newman, D. , Horne, A. , & Bartolomucci, C. L. (2000). Bully busters: A teacher’s manual for helping bullies, victims, and bystanders. Champaign, IL: Research Press. Olweus, D. (1993). Bullying at school. Oxford, UK: Blackwell Publishing. Swearer, S. M. & Doll, B. (2001). Bullying in schools: An ecological framework. Journal of Emotional Abuse, 2, 7–23. , Fein, R. , & Modzeleski, W.
Peer-group membership becomes extremely important during late childhood and early adolescence (Eccles, Wigﬁeld, & Schiefele, 1998; Rubin, Bukowski, & Parker, 1998). It is during this developmental time period that peer groups form based on similarities in propinquity, gender, and race (Cairns & Cairns, 1994; Leung, 1994), and groups tend to be similar on behavioral dimensions such as smoking behavior (Ennett & Bauman, 1994) and academic achievement (Ryan, 2001). This within-group similarity is called homophily (Berndt, 1982; Cohen, 1977; Kandel, 1978).