By Faye Mishna
With the elevated attractiveness of the devastating results of bullying, there's now an important volume of knowledge to be had on its occurrence, linked components, and the overview info on popular school-wide anti-bullying schooling, prevention, and intervention courses. but a number of complicated concerns span person and societal variables---including person features and vulnerability, peer and relations relationships and dynamics, lecture room and faculty milieus, and stigma and discrimination---making the duty of figuring out, assessing, and responding to bullying at the flooring complex for researchers and approximately most unlikely for school-based practitioners.
Untangling a number of the thorny concerns round what explanations and constitutes bullying, together with tips on how to imagine otherwise approximately overlapping phenomena equivalent to racism, sexism, homophobia, or sexual harassment, Faye Mishna provides an exhaustive physique of empirical and theoretical literature in this kind of manner as to be obtainable to either scholars and practitioners. Chapters will equip readers to imagine significantly approximately contexts, relationships, and chance and protecting elements which are exact to person scholars and faculties, and to successfully determine and layout multi-level interventions for quite a few competitive behaviors. Paying specific cognizance to rising sorts of victimization, equivalent to cyber bullying, and to weak teams, reminiscent of LGBTQ adolescence and scholars with disabilities, Mishna distills the foremost components of winning interventions with either sufferers and aggressors and comprises case examples and perform ideas throughout.
The result's an built-in, nuanced synthesis of present and state-of-the-art scholarship that might attract scholars, practitioners, and researchers in social paintings, schooling, and psychology.
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Additional info for Bullying: A Guide to Research, Intervention, and Prevention
To increase peers’ support for victimized children, Stevens and colleagues found that “younger children benefit from training programmes focusing on the skills of active listening and on giving support to victims of bullying, whereas questions of assertiveness towards aggressors are better adapted to older students” (p. 32). In addition, Smith and Shu (2000) found that older children were more likely to report using effective strategies when bullied, such as ignoring the bully. Younger children, on the other hand, were more prone to use less effective strategies, such as crying or running away.
Although schools are central in needing to reduce bullying because of their major socialization role, all of the systems across a child’s world must be actively engaged in addressing bullying and providing consistent messages and support (Craig & Pepler, 2007; Lee, 2011). HOW TO MAKE SENSE OF THIS? CONCEPTUAL UNDERSTANDING/FRAMEWORK Irrespective of the many controversies and complexities inherent in bullying, there is now virtually unanimous agreement that an ecological systems theoretical framework, encompassing the many relevant levels and factors, is most suitable for understanding and addressing bullying among children and youth.
Smith, 2004). These families have been found prone to not allow the children to speak for themselves, which may aggravate their difficulty asserting their opinions and may increase their vulnerability to being bullied (P. K. Smith & Myron-Wilson, 1998). , 1998). , 1994). As Olweus (1994) contends, “it is reasonable to assume that such tendencies toward overprotection are both a cause and a consequence of the bullying” (p. 1179). There is no clear evidence of a link between victimization and a child’s relationship with his or her parents (Baldry, 2004; Beran & Violato, 2004; Pavel, Marta, & Tatiana, 1993).