Contents
Preface
Chapter 1
A Social-Ecological Approach to Understanding Cyberbullying Involvement
Faculty of Social Studies, Department of Psychology, Institute for Research on Children, Youth and Family, Masaryk University, Brno, the Czech Republic
Introduction
The Social-Ecological Approach
Application of the Social-Ecological Theory to Traditional Face-to-Face Bullying
Expansion of the Social-Ecological Theory to Include ICTs and the Cyber Context
Person Level
Microsystem
Mesosystem
Exosystem
Macrosystem
Chronosystem
Conclusion
References
Chapter 2
Past, Present, and Future Theoretical Developments in Predicting Cyberbullying Behavior
Introduction
Past: The Groundwork
Present: The Use of Theory
Theory of Reasoned Action
General Strain Theory
Barlett and Gentile Cyberbullying Model
General Aggression Model
Future: The Next Step
Applied Extensions
Conclusion
References
Chapter 3
Measuring Cyberbullying: Towards an Integrative Approach to Assessment
University Koblenz-Landau, Centre for Educational Research (zepf),
Landau, Germany
Introduction
Methodological Problems in Cyberbullying Research
Possible Ways to Measure Cyberbullying
Dichotomous Questions versus Rating Scales
One Global Questions versus Multiple-Item-Scales
Multiple-Item-Scales in Current Cyberbullying Research
The Taxonomy of Actions versus the Taxonomy of Media
Properties of Good Scales
Basing the Items on a Theory?
What Makes a Good Taxonomy?
The Taxonomy of Reasons
An Integrative Assessment Approach
The Cube Model of Cyberbullying Assessment
A Plea Mixed Methods
Conclusion
References
Chapter 4
Adolescents’ Perceptions of Suffered and Committed Cyber-Aggressive Behavior
Introduction
Cyberbullying: A Complex Multidimensional and Emergent Construct
Discrepancies between Researchers’ and Adolescents’ Concerning the Conceptualization of Cyberbullying
How the Experiences of Aggression and Victimization Affect Adolescents’ Perceptions
Method
Participants
Measurement
Results
Adolescents’ Perceptions of Cyberbullying
Factor 1. Intent to Hurt
Factor 2. Imbalance of Power
Factor 3. Advertising
Factor 4. Form of Social Relationship
Identifying Cyberaggressors and Cybervcitims
Similarities and Differences in the Perceptions of Cyberbulling among Cybervictims and Cyberaggressors
Discussion
References
Chapter 5
Examination of Cyberbullying Experiences among Students from Different Age Groups
Introduction
Examination of Cyberbullying Experiences among Different Age Groups
Cyberbullying among Elementary School Students
Cyberbullying among Middle and High School Students
Cyberbullying among Universty Students
Conclusion
References
Chapter 6
Gender Differences in Cyberbullying Perpetration : The Role of Moral Disengagement and Aggression
Introduction
Gender and Bullying
Moral Disengagement and Cyberbullying
Method
Participants
Procedure
Data Analysis
Results
Preliminary Analyses
Testing the Multiple Mediation Model
Discussion
Conclusion
References
Chapter 7
Gender Differences in Peer-Pressured Sexting
Introduction
Background
Peer Pressure
Sexual Harassment
Pressured or Coerced Sexting
Results and Discussion
What Motivates Sexting?
Pressured Sexting and Relationship Problems
Raising a Red Flag on Coerced Sexting
References
Chapter 8
The Role of Emotional Processes in (Cyber)bullying
Introduction
When (Cyber)Bullies Meet Others: The Role of Emotion Perception Abilities, Emotionality a nd Emotion Regulation
(Cyber)Bullies’ Subjective Dispositions in Relation to Others’ Emotions: The Role of Empathy and Callous-Unemotional Traits
Handling Own and Others’ Emotions: The Role of (Cyber)bullies’ Emotional Intelligence
Conclusion
References
Chapter 9
Who is Who in Cyberbullying? Conceptual and Empirical Perspectives on Bystanders in Cyberbullying
Introduction
Cyberbullying and Traditional Bullying
Conceptual Models of Bystanding in Traditional Bullying
Definition of Bystander
Bystanders in Social-Psychological and Developmental Psychological Research
Bystanders in Traditional Bullying
Determinants and Correlates of Cyberbystanding Behavior
Prevalence and Form of Bystanding in Cyberbullying
Individual Characteristics
Gender and Age
Previous Involvement in (Traditional or Cyber-) Bullying or Victimization
Overlap of Bystanding in Traditional Bullying and Cyberbullying
Empathy
Social Characteristics
Relationship to Cybervictim and Cyberbully
Group Norms for Cyberbystanding Behavior
Situational Characteristics
Noticing the Cyberbullying Incident
Interpreting the Cyberbullying Incident As an Emergency and Assessing Its Severity
Responsibility to Help
Decision on How to Help and Displaying Helping Behavior
Bystander Effect in Cyberbullying
Conceptual Framework of Cyberbystanding
Virtuality: Online vs. Offline Cyberbystanders
Temporal, Technical and Psychological Proximity
Social Relationship
Milestones and Directions of Future Research
Acknowledgment
References
Chapter 10
The Adolescent-Parent Context and Positive Youth Development in the Ecology of Cyberbullying
Introduction
A Social Framework for Adolescent-Parent Relationships
Prevalence of Cyberbullying
Characteristics of Cyberbullying: Influence on the Adolescent-Parent Microsystem
Three Components of Face-to-Face Bullying Shared with Cyberbullying
The Dynamic Features of Cyberbullying and the Adolescent-Parent Relationship
Cyberbullying As Covert Bullying
Adolescent-Parent Microsystem
Adolescent Characteristics
Bullies, Victims and Bully-Victims
Individual Behaviors Characterizing Cyberbullying
Gender Differences
Gender and Suicidal Ideation
Age
Parent Characteristics/Behaviors and Cyberbullying
Parental Monitoring
Parental Communication
The Adolescent-Parent Relationship: Characteristics and Relationship Quality
Social Learning and Ecological Perspectives
Emotional Dysregulation and Child Exposure to Family Violence
Socialization and Parenting Styles
The Family Context and Contexts Beyond the Focal Adolescent-Parent Relationship: Implications for Policy and Intervention
The Ecology of Bullying and Positive Youth Development (PYD)
The Ecology of Bullying
Incorporating Positive Youth Development (PYD)
The Role of Family in Cyberbullying Interventions
PYD After-School Cyberbullying Interventions: Across Family, Community and School
References
Chapter 11
Social-Ecological Perspective: Power of Peer Relations in Determining Cyber-Bystander Behavior
Introduction
Power of Peers
The Present Study
Facebook ‘Defriending': The Power of Peer Relations in Determining Cyber-Bystander Behavior
Results and Discussion
What Roles do Tayla, Sam, Bec, Katie, and the Peer Group Play?
Who Are the Bystanders and How Can They Help?
What Makes a Cyber-Bystander Help?
How Would You Act in a Similar Situation?
What Might Make Cyber-Bystanders Decide to ‘Defriend’ Katie and Support Tayla?
Social-Ecological Influences on Cyber-Bystander Behavior
Conclusion
Authors Note
References
Chapter 12
English Teachers and Cyberbullying: A Qualitative Exploration of the Stakeholders’ Perceptions and Experience of the Phenomenon
Introduction
What Is Cyberbullying?
Conceptual Definitions
Intention
Repetition
Power Imbalance
Different Forms of Cyberbullying
Prevalence Rates
Age and Gender differences
Risk Factors
Outcomes of Cyberbullying
Background for Current Study
Ecological Model
Methods and Findings
Discussion
Microsystem - Level 1: Individual Characteristics of the Cyberbully and Cyber-victim
Mesosystem - Level 2: Interpersonal Relationships
Exosystem - Level 3: Community Context
Macrosystem - Level 4: Wider Society
Conclusion
References
Chapter 13
Exposure to Antisocial and Risk Behavior Media Content Stimulates Cyberbullying Behavior: The Cyclic Process Model
VU University Amsterdam, Dept. of Communication Science, Section Media Psychology
Introduction
Prevalence and Definition of Cyberbullying
Adolescents’ Involvement in Cyberbullying Behavior
Becoming a Cyberbully
The Role of Media in Cyberbullying Behavior
The Cyclic Process Model of Cyberbullying Behavior
Limitations and Future Research
Conclusion and Discussion
References
Chapter 14
Cyberbullying: The Need to Extend the Concept beyond Peer Aggression
Traditional School Bullying
From School Bullying to Cyberbullying
Beyond Peer Aggression
When a Victim Is Not a Peer
Electronic Aggression against Teachers
Electronic Aggression against the Vulnerable
Aggression Against Random Victims (Random Electronic Aggression)
Electronic Aggression Against Groups (Bias Cyberbullying)
Electronic Aggression Against Celebrities
Conclusion
References
Chapter 15
Does Culture Matter? Cyberbullying Perpetration and Cybervictimization in the Mediterranean Sea Region
Introduction
Research in Cyprus
Research in Greece
Research in Italy
Research in Spain
Research in Turkey
A Brief Overview of Cyberbullying Research in Mediterranean Region
Revisiting the Question: Does Culture Matter?
References
Chapter 16
Risks Factors in Cyberbullying: The Moderating Role of Culture
Introduction
Cyberbullying: A Global Phenomenon
Cyberbullying in Asia
Theory of Planned Behavior vs. Cyberbullying
Cultural Difference and Theory of Planned Behavior
Culture and Subjective Norms
Subjective Norms
Gender Schema and Different Subjective Norms about Cyberbullying across Cultures
Cultural Orientation Moderates the Predictive Value of Subjective Norms in Cyberbullying
Perceived Behavioral Control
Perceived Behavioral Control in Victims and Bystanders: Cultural Difference
Conclusion
References
Chapter 17
Cyberbullying in Europe: A Review of Evidence from Cross-National Data
Introduction
Defining Cyberbullying
Individual Level Factors
Social Level Factors
Cultural Level Factors
Procedure
Results
Individual Level
Experiencing Cyberbullying
Responding to Cyberbullying
Patterns of Cyberbullying Experiences and Responses
Social Level
Cultural Level
Conclusion
Authors Note
References
Chapter 18
The Role of Ethnicity and Culture in Cyberbullying Experiences among Youth
Introduction
Increasing Use of Online Communication Tools across Ethnic Groups
Differences in Rates of Cyberbullying Perpetration across Ethnic and Cultural Groups
Differences in Rates of Cybervictimization across Ethnic and Cultural Groups
Studying Processes across Groups and within-Group Differences
Recommendations for Future Research
References
Chapter 19
Approaches to Reducing Cyberbullying: Change the Bully, Change the Bystander, or Change the Victim?
Introduction
Cyberbullying Prevalence
Change the Bully
Change the Bystander
Change the Victim
Suggestions for Future Research
References
Chapter 20
Cyberbullying Requires More Than a Virtual Response: Suggestions for Prevention
Introduction
The Relationship between Face-to-Face Bullying and Cyberbullying
Motivations for Cyberbullying and Victim Selection
Challenges to Prevention and Intervention for Cyberbullying
Traditional Anti-Bullying Programs
School-Based Anti-Cyberbullying Curriculums
i-SAFE Internet Safety Program
Cyberbullying: A Prevention Curriculum
Other Cyberbullying Programs
Strategies for Improving School-Based Education about Cyberbullying
Alternatives to Curriculum-Based Cyberbullying Prevention
Bystander Interventions to Reduce Cyberbullying
Peer-Led Programs to Reduce and Prevent Cyberbullying
Anti-Cyberbullying Legislation
Strategies for Victims to Cope with Cyberbullying
A Social-Ecological Approach to Cyberbullying Prevention and Intervention
Conclusion
References
Chapter 21
In Search of a Simple Method: Is a Human Face an Effective, Automatic Filter Inhibiting Cyberbullying?
Introduction
Cyberbystander Typology
Bystander Reactions in Computer Mediated Communication
The Role of Cyberbullying Perpetration
Bystander Behavior and Gender
Empathy and the Internet
Human Mind in Cyberspace
In Search of a Simple Method: Description of Research
Method
Participants
Procedures
Measures
Plan of Analysis
Results
Discussion
Conclusion
References
Chapter 22
An Analysis of Cyberbullying Victimization Case Studies in the Context of the Social-Ecological Theory
Introduction
Definitions of Bullying and Cyberbullying
Cyberbullying Goes Mobile
Who Are the Cyberbullied?
Present Study and Methods
Recent Cases of Cyberbullying Victims
Audrie Pott
Amanda Todd
Jessica Laney
Rehtaeh Parsons
Rebecca Ann Sedwick
Conclusion
References
Chapter 23
Concluding Remarks on the Social-Ecological Approach to Understanding Cyberbullying
References
Chapter 24
Preschool Teachers’ Perceptions about the Definition and Manifestations of Bullying in Early Childhood Settings
Abstract
Introduction
Etiology of School Bullying
Previous Research Studies
Method
Results and Discussion
Preschool Teachers’ Responses about the Frequency of Bullying Behaviors
Conclusion
References
Chapter 25
Teachers’ Attitudes towards Bullying
Abstract
Introduction
Method
Participants
Measures
Scenario 1 [Relational Bullying]
Scenario 2 [Physical Bullying]
Scenario 3 [Verbal Bullying]
Procedure
Results
Discussion
Acknowledgments
References
Chapter 26
Bullying via Violent Communication by Early Childhood Education Teachers during Teaching Processes: Two Observational Studies
Abstract
Introduction
Study 1
Purpose
Method
Results and Discussion
Conclusion
Study 2
Purpose
Method
Results and Discussion
Conclusion
Limitations and Future Research
Acknowledgments
References
Chapter 27
Nonverbal Expressions Related to Violent Communication and Bullying in Kindergarten
Abstract
Introduction
Bibliographic and Research Overview of the Phenomenon
School Bullying in Kindergarten
School Bullying Forms
Causes of School Bullying
Indicative Methods of Bullying Treatment
Conclusion
References
Chapter 28
Classroom Noise and Miscommunication as Modern Forms of Violent Communication and Bullying
Abstract
Introduction
Basic Parameters of Teaching Climate Formation
Classroom Noise: A Literature and Research Approach
Purpose of the Study
Method
Results and Discussion
Conclusion
Limitations and Future Research
Acknowledgments
References
Wong, H. K., Wong, R. T., Jondahl, S. F., & Ferguson, O. F. (2014). The classroom management. USA: Harry K. Wong Publications.
Chapter 29
Observing Kinesics of Violent Communication and Bullying in Early Childhood Classrooms
Abstract
Kinesics, Nonverbal Violent Communication and Bullying: An Introduction
Observation in the Classroom
Observational Coding Systems
Discussion/Observational Design
References
Chapter 30
Current Theoretical Discussions on Characteristics of Cyberaggression, School Miscommunication and Bullying in Early Education
Abstract
Characteristics and Concerns of Bullying
Theoretical Frameworks and Application
Social-Ecological Systems Perspective
Deindividuated Theory
Intergroup Emotion Theory
Social Identity Theory
Social Development Model
General Strain Theory
Routine-Activities Victimization Theory
Theory of Planned Behavior
Grounded Theory Approach
Bullying among Special Needs in Early Education
Risk Factors of Bullying in Special Education
Prevalence of Bullying in Students with Autism
Effects of Bullying
Current Methods of Combating Bullying
Bullying and School Awareness
References
Chapter 31
Preschool Teachers’ Perceptions about the Effective Intervention for Bullying at the Preschool Age
Abstract
Introduction
Etiological Factors
Literature Review
Method
Results and Discussion
Conclusion
References
Chapter 32
Teaching Social Skills, Empathy and Assertiveness by Teachers and Parents to Prevent Early Childhood Violent Communication and Bullying: Towards a Nonviolent Communication Education
Abstract
Introduction
Teaching Social Skills in Early Childhood School Environment
Empathy
Description of Emotions
Different and Similar
Helping Others Feel Better
Acts of Goodness
The Golden Rule
Modeling Mutual Assistance
Self-Confidence
Stay Calm
Ignorance
“Yes or No”
Intimidation’s Tackle
Problem Solving
Scenarios and Consequences of Bullying
Problem-Solving Team
Teaching Social Skills in Family Environment
Supportive Framework for Children with Social and Scholar Incapacities
Conclusion
References
Chapter 33
Literature and Novels as Teaching Strategies for Violent Communication and Early Childhood Bullying Prevention
Abstract
Introduction
Purpose of the Study
Method
Abstracts of the Novels
Abstract I: “Together” by Eleni Priovolou
Summary II: “Peter’s Girl” by Argyro Moutzaki
Summary III: “The Hard Nut” by Eleni Svoronou
Results
Conclusion
References
Chapter 34
Social Antecedents of Bullying: When Does Peer Interaction Become Interpersonal Rejection?
Abstract
Introduction
Early Childhood Bullying: Theoretical and Emprirical Challenges
Painting a Shared Reality through Intersubjective Engagement
Concomitant Forms of Aggression: The Teasing Paradigm
Enhancing Psychological Contact in Schools
References
Chapter 35
Prospects of Interactive Digital Storytelling Applications in Prevention and Treatment of Bullying in Preschool Education
Abstract
Introduction
Theoretical Framework
The Concept of Bullying in Preschool Age
Bullying Confrontation Strategies Used by Children
Anti-Bullying Prevention Programs for Young Children
Bullying Strategies and Interactive Storytelling
Interactive Digital Storytelling
Review of ICT Applications Concerning Bullying
Proposed Interactive Bullying Scenario
Conclusion
References
Chapter 36
How to Prepare Cross-National Bullying Studies: Conceptualization and Operationalization Differences
Abstract
Introduction
Conceptualization Differences across Countries
Operationalization Differences across Countries
Intervention Approach Differences across Countries
Discussion
Suggestions for Future Research
References
Chapter 37
Gender Differences in Bullying and Suicide
Abstract
1. Introduction
1.1. Bullying: Both Boys and Girls are Targets of Bullying at Similar Rates; Boys Are More Likely to Bully, and Girls Are More Likely to Report
1.2. Suicide: More Females than Males Think about Suicide But More Males than Females Die by Suicide
1.3. Bullying and Suicide: Being a Target of Bullying, and Especially Engaging in Bullying Behavior, Elevates Suicide Risk
2. Method
3. Results
3.1. Review of Studies
3.2. OH-VDRS Data Analysis
3.2.1. Demographic Information
3.2.2. Suicide Specific Information
3.2.3. Circumstance Information
3.2.4. Bullying-Related Cases in OH-VDRS
Conclusion
References
Biographical Sketch
Chapter 38
The Influence of Parenting on School Bullying: Does Child Gender Matter?
Abstract
Introduction
Child Gender and Bullying
Theory of How Parenting Influences Children’s Involvement in Bullying
The Relationship between Parenting and Child Involvement in Bullying
Parenting and Children’s Victimization by Peers
Parenting and Children’s Perpetration of Bullying
Parenting as A Protective Factor for Adverse Consequences of Involvement in Bullying
Does Gender Moderate the Relationship between Parenting and Children’s Involvement in Bullying?
Gender as a Moderator of the Relationship between Parenting and Victimization
Gender as a Moderator of the Relationship between Parenting and Perpetration of Bullying
Gender Minorities and Involvement in Bullying
Conclusion and Recommendations
Acknowledgments
References
Chapter 39
Prevention and Psycho-Pedagogical Correction of Bullying in School: Russian Perspective
Abstract
1. Introduction
1.1. Identifying the Problem
1.2. Status of the Problem
1.2.1. “Offenders”
1.2.2. “Witnesses”
1.3. Bullying in Younger Adolescence
1.4. Prevention and the Psychological and Pedagogical Correction of Bullying
2. Methods
2.1. The Research Task
2.2. Theoretical and Empirical Methods
2.3. The Trial Infrastructure and Stages of the Research
3. Results
3.1. Experimental Procedure and Its Description
3.2. Experimental Results
Conclusion
Acknowledgments
References
Biographical Sketch
Chapter 40
Framing School Bullying as Reflection of Deteriorating Basotho Moral Principles
Abstract
Introduction
School Violence, as Typified by Bullying
Prevalence of School Bullying in Lesotho
Ubuntu/botho: An African Moral Ethic
Contextualizing ubuntu/botho within Basotho Culture
Moral Education as Remedy for School Violence (Bullying)
References
Chapter 41
Discrimination and Bullying in an Elementary School in Java, Indonesia
Abstract
1. Introduction
1.1. Sekolahku-MySchool
1.2. Purpose of the Study
1.3. The Role of Females in Indonesia
1.4. Indonesian Legal Mechanisms for Reporting Discrimination and Violence against Women and Children
2. Bullying
2.1. Effects of Bullying Children in Schools
2.2. Growth of Gender Equity and Anti-Bullying Awareness and Research
2.3. Anti-Bullying Training Programs for Teachers
2.4. Who are the Bullies, Who are the Victims and Who is a Bystanders?
2.4.1. Bullies
2.4.2. Victims
2.4.3. Bystanders and Upstanders
3. The Context of the Study
3.1. Introducing a Gender Equity Program in Sekolahku-MySchool
3.2. Introducing an Anti-Bullying Program in Sekolahku-MySchool
4. Methodology
4.1. Data Gathering
4.1.1. Permission: Children
4.1.2. Child’s Personal Data
4.1.3. Interviews with Girls
4.1.4. Child Questionnaire
4.1.5. Interviews: Teacher and Head of School
5. Coding and Analyses
5.1. Q1: Early School Experiences: Anti-Bullying Program
5.2. Q2: Style of Play
5.3. Q3: Breaking the Rules
5.4. Q4: Feelings after Breaking Rules
5.5. Q5: Bullying Behavior
5.6. Q6: Experience of Bullying
5.8. Q8: Bullying Experiences: Group 2
6. Results and Discussion
6.1. Q1: Early School Experiences
6.1.1. Girls’ Comments
6.2. Q2: Style of Play
6.2.1. Girls’ Comments
6.3. Q3: Keeping Classroom Rules
6.3.1. Girls’ Comments
6.4. Q4: Breaking Classroom Rules: Feelings
6.4.1. Girls’ Comments
6.5. Q5: Understanding the Constitution of Bullying Behavior
6.5.1. Girls’ Comments
6.6. Q6: Bullying Experience: Groups 1 and 2
6.6.1. Girls’ Comments
6.7. Q7: Bullying Experiences: Group 1
6.7.1. Girls’ Comments
6.8. Q8: Bullying Experiences: Group 2
6.8.1 Girls’ Comments
7. Case Study: G226
7.1. Personal Profile of G226
7.2. Consultant Interview with G226
7.2.1 Joined SMS
7.2.2. Style of Play
7.2.3. Bullying Understanding
7.2.4. Bullying Victim
7.3. How the Teacher Handles the Situation (Consultant Report)
7.4. Interview: Elementary Teacher
7.4.1. Bullying Situation: Report by Teacher 1
7.4.2. Date: November 9, 2018. Consultant report to YTCG about a Bullying Complaint at Elementary School
Conclusion
Recommendations
Appendix 1: Parental Permission Forms (English)
Appendix 2: Parental Permission Form (Indonesian)
Appendix 3: Rational for Bullying Questionnaire to Elementary School Students
1. Early School Experiences
2. Play Preferences
3. Keeping Classroom Rules
4. Feelings After Breaking Rules
6. Experience of Bullying
7. Bullying Experiences of Girls who Attended SMS Pre-Elementary Classes
8. Bullying Experiences of Girls who Transferred into SMS Elementary Classes
Appendix 4: Questionnaire - Child (English)
References
Chapter 42
Moral Disengagement as an Adaptive Strategy in the Face of Violent Behaviour among Peers
Abstract
Introduction
Conceptualization of the Polyvictimization Phenomenon: Consensus and Controversies
Moral Disengagement: Connections with Bullying and Cyberbullying
Methods
Participants
Instruments
Results
Identification of Polyvictims
Variations in the Polyvictims' Use of Moral Disengagement Mechanisms
Conclusion
References
Biographical Sketch
Chapter 43
Bullying among Health Care Providers
Abstract
References
Chapter 44
Cyberbullying
Abstract
Similarities and Differences between Cyberbullying and Bullying
Characteristics of Cyberbully Perpetrators and Victims
Perceptions of Cyberbullying
Online Gaming
Adult Cyberbullying
Adaptation of Bullying with Technology and Social Media
Examples of Cyberbullying in the Media
Manti Te'o and Catfish
Richie Incognito and the Miami Dolphins
New Jersey versus Dharun Ravi
What Should Be Done
References
Chapter 45
Bullying, Personal Self-Regulation, Resilience, Coping Strategies and Engagement-Burnout: Implications for an Intervention with University Students
Abstract
Introduction
Definition and Scope of the Problem
Academic and Psychological Correlates of Bullying
Context of Bullying: Individual, Peer, Family and School-Related
Personal Determining Factors for Coping with Bullying: Personal Self-Regulation and Resilience
Personal Self-Regulation
Resilience
Procedural Determining Factors for Coping with Bullying: Coping Strategies
Attitudinal Determining Factors for Coping With Bullying: Engagement-Burnout Emotions
Aims and Hypotheses
Method
Participants
Instruments
Procedure
Design and Data Analyses
Results
Personal Self-Regulation and Resilience
Personal Self-Regulation and Engagement-Burnout
Resilience and coping strategies
Resilience and Engagement-Burnout
Coping Strategies and Engagement-Burnout
Building a Model of Relations
Discussion
Conclusion, Limitations and Implications
Acknowledgment
References
Chapter 46
From Bullying to Pandemy of Terrorism: Synergetic Bio-Psycho-Socio-Spiritual Metodology of Mental Health Protection
Abstract
1. Synergetic Bio-Psycho-Socio-Spiritual Metodology
1.1. Mental Health Synergetics
1.2. System Crisis of Psychiatry and Alternative Mental Medicine
1.3. Anti-Psychiatry
1.4. System Synthesis of Mental Medicine
2. Terrorism as an Outcome of the Demoralization Syndrome
3. Terrorism As Destructive Social Epidemics
4. Forms of Terrorism and Mechanisms of Personality Deformation
5. Mental Synergy of Terrorism
6. Medical-psycho-socio-spiritual Defence from Destructive Social Epidemics
References
Chapter 47
Bullying Interventions
Abstract
References
Chapter 48
Cyberbullying Validation
Chapter 49
Cyberbullying Prevalence - Medium, Motive and Reaction
Chapter 50
Modulating Variables of Violent Behavior of Aggressive-Victims of Bullying
Abstract
Introduction
Bullying and Cyberbullying: Dependent or Independent Constructs?
Modes of Bullying and Cyberbullying
Transfer of Roles between Physical and Cyber Scenarios: New Types of Aggressive-Victims
Gender Differences
Analysis of Violent Behavior of Aggressive-Victims. An Empirical Study
Continuity vs. Discontinuity between Physical and Cyber Contexts as a Key Element in the Identification and Classification of Aggressive-Victims
Modulating Variables of Violent Behavior of Aggressive Victims
Abuse Suffered as a Determinant of the Type of Aggression Committed
Aggressive-Victims of Traditional Bullying
Cyberaggressive-Victims
Aggressive-Cybervictims
Cyberaggressive-Cybervictims
Variability of Violent Responses of Aggressive-Victims by Gender
Aggressive-Victims of Traditional Bullying
Cyberaggressive-Victims
Aggressive-Cybervictims
Cyberaggressive-Cybervictims
Synergy between Frequency of the Abuse Suffered and the Aggression Perpetrated
Aggressive-Victims of Traditional Bullying
Cyberaggressive-Victims
Aggressive-Cybervictims
Cyberaggressive-Cybervictims
Discussion
References
Chapter 51
Bullying among Training School Male Adolescents and Male Adult Prisoners: Descriptive Analysis
Abstract
Introduction
Method
Samples
Instrument
Pretest and Procedure
Results
Extent of Bullying
Number of Inmates Seen or Heard in the Past Week Has Been Being Bullied
Bullies, Victims and Bully/Victims
Who Was Bullied
Why Inmates Were Bullied
Who Was Bullying
Types of Bullying
Where Bullying Occurs
When Bullying Occurs
Interventions with Bullying
Staff Intervention
To Whom Would an Inmate Advise a Victim of Bullying to Speak to
Intervention into Bullying
Conclusion
References
Chapter 52
Coping Strategies and Cognitive Processes Related to Peer Victimization and the Role of Intervention Programs
1Clarkson University, Potsdam, New York, US
2The University of Texas at Arlington, Arlington, TX, US
Abstract
Introduction
Peer Victimization and Adjustment Problems
Externalizing Problems
Internalizing Problems
Depression
Anxiety
Other Related Negative Outcomes of Peer Victimization
Social Cognition and Peer Victimization
Cognitive Biases and Assumptions
Dual Cognitive Processing Systems and Social Information Processing
Attention to and Interpretation of Social Information
Forming and Clarifying Social Goals
Behavioral Responses
Bullying Prevention Strategies
Background of Intervention Programs
The Sheffield Study
KiVa Program
Safety Training
Steps to Respect Bullying Prevention Program (STR)
Multimodal Training
Youth Matters Prevention Program (YM)
What the Evidence Suggests
Conclusion
References
Chapter 53
Bullying among Male Athletes: A Contextual Examination
Indiana University-Bloomington, Bloomington, IN, US
Abstract
Introduction
Bullying among Male Athletes
Application of Bullying Dynamics to a Case Study
The Victim
The Bully
Social Climate
Conclusion
Future Research Implications
Future Clinical Implications
References
Chapter 54
Cyberbullying: Bullying Gone Digital
Abstract
Cyberbullying: Bullying Gone Digital
Case Studies of Cyberbullying Victimization
What Is Cyberbullying?
Characteristics of Cyberbullies and Cyber-Victims
Parents’ Roles in Their Children’s Cyberbullying Involvement
Peers and Schools Contributions to Cyberbullying
Psychological and Behavioral Consequences
Cross-Cultural Research on Cyberbullying
Theoretical Underpinnings
Recommendations
References
Chapter 55
School and Peer Contexts of Bullying
Abstract
The School Environment
School Characteristics
School Climate
School-Based Preventive Intervention Programs
The Effects of Peers
Peers’ Characteristics
Bystanders
Peer-Based Prevention Programs
Conclusions and Recommendations
Acknowledgment
References
Chapter 56
Cyberbullying and Students’ Engagement in School: A Literature Review
1Institute of Education, University of Lisbon (Portugal)
2University of Valência (Espanha)
3University of Minho (Portugal)
4University of Azores (Portugal)
Abstract
Introduction
Cyberbullying: Conceptualization and Assessment
Cyberbullying and Personal Variables
Cyberbullying and Contextual Variables
Engagement in School and Cyberbullying
Conclusion
Note
References
Chapter 57
Bullying and Moral Reasoning. The Influence of Life Values and Culture on Italian Teenagers’ Self-Assertion
Abstract
Introduction
Moral Reasoning
Moral Disengagement
Cultural Values
Aims
Methodology
Sample
Instruments
Peer Relationships at School And Perceived Attitude Toward Bullying
Relationship with Adults in and Outside School
Life Values
Analysis
Relationship with Peers at School
Relationship with Adults in and Outside School
Bullying at School
Life Values
Factor Analysis for Value Classification Systems
T-Test for Gender Differences
ANOVA for bullying roles x Value Orientation
ANOVA for Gender x Value Orientation X Bullying Roles
Conclusion
References
Chapter 58
Bullying as an Organizational Safety Issue: Do Different Types of Bullying Lead to Different Litigated Outcomes?
Abstract
Literature Review
Workplace Bullying: A Definition
Prevalence of Workplace Bullying
Workplace Bullying as an Ethical Issue
Legal Context
Outcomes for Victims of Workplace Bullying
Types of Workplace Bullying
Organizational Context
Methodology
Results
Conclusion
Human Resources Professionals
Managers
Attorneys
References
Chapter 59
Bystander Position-taking in School Bullying: The Role of Positive Identity, Self-efficacy and Self-determination
Abstract
Introduction
Bystanders’ Position-taking as Strategic Intervention
Positive Identity, Self-efficacy and Self-determination in Bystanders’ Position-taking
Positive Identity
Self-efficacy
Self-determination
Project P.A.T.H.S.: A Positive Youth Development Program Enhancing Students’ Self-efficacy, Positive Identity and Self-determination
Conclusions
Acknowledgments
Appendix 1. Bullying Units – Overview
References
Chapter 60
Combating School Bullying through Developmental Guidance for Positive Youth Development and Promoting Harmonious School Culture
Abstract
Introduction
Interventions to Combat Bullying
Tackling Bullying from a Positive Youth Development Perspective
Tackling Bullying through Cultivating a Harmonious School Culture
Fostering Forgiveness as a Value and Coping Strategy
Social Support of Teachers
Involving Peers as a Support
Promoting Non-violence and Harmony as a Whole-school Approach to Counter Bullying
Conclusions
Acknowledgments
References
Chapter 61
Determining Adolescents’ Risk for Involvement in Bullying or Cyberbullying: A Review of Two Studies
Abstract
Introduction
Prevalence
Sequelae
Interventions Addressing Bullying and Cyberbullying
Identifying Risk Factors for Involvement in Bullying
Study 1
Study 2
Conclusion
Summary
Implications and Future Directions
References
Chapter 62
School Based Bullying in Ireland – A Cause for Concern? A Review of Research from Northern Ireland and the Republic of Ireland
Abstract
Introduction
Bully/Victim Problems in Northern Ireland
Large Scale Studies
Study 1. Bullying in Schools: A Northern Ireland Study (Collins et al., 2002, 2004)
Study 2. The Nature and Extent of Bullying in Schools in the North of Ireland (Livesey et al., 2007)
Study 3. The Nature and Extent of Pupil Bullying in Schools in the North of Ireland (RSM McClure Watters, 2011)
Smaller Scale Studies
Study 4. Callaghan and Joseph (1995)
Study 5. Collins and Bell (1996)
An Agenda for Change (Mc Guckin & Lewis, 2003)
Study 6. Mc Guckin and Lewis (2006)
Study 7. Mc Guckin, Cummins, and Lewis (2008)
Study 8. Mc Guckin, Cummins, and Lewis (2009)
Study 9. Mc Guckin, Lewis, and Cummins (2010)
Study 10. Mc Guckin, Cummins, and Lewis (2010a)
Study 11. Schubotz (2010)
Study 12. Mc Guckin, Cummins, and Lewis (2010b)
Study 13. The Northern Ireland Anti-Bullying Forum (2007)
Study 14. Espey, Duffy, and Mc Guckin (Under Review)
Study 15. Purdy and Mc Guckin (2011)
Conclusion
Bully/Victim Problems in Republic of Ireland
Study 1. Byrne (1987)
Study 2. O’Moore and Hillery (1989)
Study 3. Byrne (1994)
Study 4. O’Moore, Kirkham, and Smith (1997)
Study 5. O’Moore and Kirkham (2001)
Study 6. Guerin and Hennessy (2001)
Study 7. Connolly and O’Moore (2003)
Study 8. James, Sofroniou, and Lawlor (2003)
Study 9. Mills, Guerin, Lynch, Daly, and Fitzpatrick (2004)
Study 10. O’Moore and Minton (2005)
Study 11. James et al. (2006)
Study 12. Minton and O’Moore (2008)
Study 13. Sentenac et al. (2011)
Conclusion
Conclusion
References
Chapter 63
Youth Cyber-Bullying: Risks, Intervention and Prevention
Abstract
Introduction
Definitions and Characteristics of Cyber-Bullying
Prevalence of CB
Types of CB: Perpetrators, Victims and Witnesses
The Perpetrators
The Victims
The Witnesses
Risk and Protective Factors for Cyberbullying
1. The Individual Level
2. The Family Aspect
3. Peer Group Aspects
4. The School Level
5. Community, Culture and Media Aspects
Protective Factors
Intervention and Prevention for CB
Conclusion
References
Chapter 64
Cyber-Bullying: Emergence, Current Status and Future Trends
Abstract
Introduction
The Emergence, Current Status and Future Trends
Stage 1: The Emergence of the Internet and with it Cyber Bullying (Late 1990’s)
Stage 2: Investigations on the Nature and Extent of Cyber Bullying (Early 2000’s)
Stage 3: Escalation of Cyber Bullying, Cyber Suicide, Cyber Safety Initiatives and Legislation (Late 2000’s)
Stage 4: Mobile Devices, Wireless Access and Sexting as a New Form of Cyber Bullying (Early 2010’s)
Stage 5: Increase of Legislation and Legal Cases, Mandatory Digital Safety Training (Mid 2010’s)
Conclusion
References
Chapter 65
Online Social Networking Behaviours, Cyber-Bullying, Mental Health and Behavioural Functioning in Australian Students
Abstract
Introduction
Method
Participants
Procedure
Results
Conclusion
Acknowledgments
References
Chapter 66
Does the Cyberbullying Prevention Program Surf-Fair Work? An Evaluation Study
Abstract
Introduction
Cyberbullying in Germany
Cyberbullying Prevention and Intervention Programs
Evaluating Cyberbullying Prevention Programs
Surf-Fair
A Constructivist Didactic Approach
Two Examples of Surf-Fair Exercises
Teaching Media Literacy
Hypotheses
Method
Procedure
Sample
Material
Cyberbullying Prevention Program Surf-Fair
Demographics and Self-Rated Achievement
Cyber Incident Prevalence
Coping with Cyber-Victimization
Results
Descriptive Results across the Whole Sample
Effects of the Cyberbullying Prevention Program Surf-Fair
Cyber Incident Prevalence
Coping with Cyber-Victimization
Self-Rated Achievement
Conclusion
The Effectiveness of Surf-Fair
Limitations, Theoretical and Practical Implications
Acknowledgments
References
Chapter 67
What Can High Schools Do to Prevent Cyber Bullying?
Abstract
Introduction
Is Cyber Bullying a Distinct Form of Bullying?
Do Schools Have the Authority and Responsibility to Intervene?
Interventions to Prevent Cyber Bullying in High School
The Present Study
Method
Overview
Participants
Procedures
Measures
Results
Discussion and Limitations
Conclusion: Future Directions for Preventing Cyber Bullying in High Schools
Appendix A
Author Autobiographies
References
Chapter 68
Progress and Limitations in the Measurement of Cyberbullying
Abstract
Introduction
The Definition of Cyberbullying
The Measurement of Cyberbullying
Purpose of the Cyberbullying Measurement Tool
Differences in Measured Technological Environments and Behaviours
Inconsistencies in the Measurement of Prevalence Rates
Problems with the Construction of Questions in Cyberbullying Measures
Definition
Single Item Versus Global Questions
Problems with the Response Options in Cyberbullying Measures
Variety in the Duration of Time Periods in Cyberbullying Measures
Inconsistent Reporting of Validity and Reliability of Cyberbullying Measures
The Impact of Culture on the Measurement of Cyberbullying
Conclusion
Moving Forward in the Measurement of Cyberbullying
References
Chapter 69
Changing the Student Experience of Cyberbullying Through a Cyber-Safety Program
Abstract
Introduction
Young People’s Internet Access and Use
Challenges and Opportunities of Technology
Approaches to Internet Safety
Research Design
Research Aims
Data Collection
Discussion
Cyberbullying Prevalence and Response
Students’ Knowledge Sources about Online Safety
Perception of Online Safety
Awareness of Privacy
Disclosure of Personal Information
Discussing and Disclosing Online Security Issues
Students’ Reflections on Increasing Safety Online
Students’ Reflections on the Motivation for Cyberbullying
Conclusion
References
Chapter 70
Setting an Agenda for Future Research into Cyberbullying Using Social Network Analysis
Abstract
Introduction
1. Social Context and Traditional Bullying
2. Studying the Social Context: Sociometry and Social Network Analysis
3. Adolescents’ Online Social Environments
3.1. Online Communities
3.2. Online Extensions of Offline Networks
3.3. Personal Online Networks
4. A Social Network Perspective on Cyberbullying
4.1. Cyberbullying in Online Communities
4.2. Online Communication by Offline Groups
4.3. Personal (Online) Networks and Cyberbullying
Conclusion
References
Endnote
Chapter 71
Concepts of Bullying: Developmental and Cultural Aspects
Abstract
Introduction
Historical origins of the study of bullying
Assessing definitions and criteria used, and the cartoon task
Age changes
Understanding of bullying
Age changes
Behaviors related to bullying
Cultural differences
Terms used for bullying
Cultural differences
Behavioral differences in bullying
Conclusion
References
Chapter 72
The Development of Bullying
Abstract
Introduction
How to understand bullying: Developmental-systemic perspective
Diverse developmental pathways and profiles of risk
Low bullying group
High bullying group
Moderate bullying group
Desisting bullying group
Interventions for bullying: Developmental-systemic perspective
Individual risk factors
Family and peer relationships
Acknowledgments
References
Chapter 73
School Bullying: Its Nature and Ecology
Abstract
Introduction
Definition and Assessment
Prevalence
Academic and Psychosocial Correlates
Family Correlates
Peers
Teachers, Administrators and Paraprofessionals
Classroom Factors
School Structure
School Climate and Ethos
Meta-Analytic Studies of Bullying Prevention and Intervention
Conclusion
References
Chapter 74
Bullying among Siblings
Abstract
Introduction
Sibling bullying
Studies of sibling bullying
Prevalence and Trends
Sibling bullying
Peer bullying
Factors Associated with Sibling Bullying
Bullied at Home – Bullied at School?
Associations of Sibling Bullying with Behavior or Emotional Problems
Conclusion
References
Chapter 75
Bullying: A Stepping Stone to Dating Aggression?
Abstract
Introduction
Background
Definition of Dating Aggression
Bullying as a Precursor to Other Relationship Problems
Theoretical Perspective
Risk Factors Related to Bullying and Dating Aggression
Bullying
Dating aggression
Individual Risk Factors
Bullying
Dating aggression
Relationship risk factors
Family Relationships
Bullying
Dating aggression
Peer Relationships
Bullying
Dating aggression
Risk Factors within the Community and Broader Society
Bullying
Dating aggression
Is Bullying a Stepping Stone to Dating Aggression?
Prevention, Early Identification and Intervention
How should Prevention and Intervention be Done?
When should Prevention and Intervention be Done?
To whom should Prevention and Intervention be Provided?
Conclusion
References
Chapter 76
Workplace Bullying: The Case of Teen Workers
Abstract
Introduction
Relevance of Work for Adolescents
Importance of Work Relationships
What is Known about Workplace Bullying?
Adolescent Vulnerability to Workplace Bullying
Risk Factors for Workplace Bullying
Impact of Workplace Bullying
Implications for Health Professionals
Conclusion
References
Chapter 77
Bullying and Gangs
Abstract
Introduction
Critical Reflection
Bullying
Discussion
References
Chapter 78
Bullying Victimization among 13 to 15 Year Old School Children: Results from Two Comparative Studies in 66 Countries and Regions
Abstract
Introduction
Data that we used
What we found
Discussion
Acknowledgements
References
Chapter 79
Psychiatric Conditions Associated with Bullying
Abstract
Introduction
Continuity and the Impact of Bullying Behaviors on Children
Bullying and Concurrent Psychiatric Symptoms and Disorders
Bullying and Later Psychiatric Symptoms and Disorders
Bullying as a Sign of Health Problems and Need for Psychiatric Intervention
Conclusions
References
Chapter 80
Bullying and Suicide
Abstract
Introduction
Identification of Relevant Literature
The Nature of the Studies
Measurement of Predictors: Bullying
Measurement of Outcomes: Suicide
Suicidal ideation
Suicidal behavior
Composite score of any suicidality
Covariates Adjusted in the Analyses to Examine Associations between Bullying and Suicide
Suicide Risks in Children and Adolescents with Bullying Experience
Discussion
References
Chapter 81
Morbidity among Bystanders of Bullying Behavior at School
Abstract
Introduction
What is a Bystander?
Morbidity among Bystanders: Issues to Consider
The co-victim
The isolate
The confederate
Discussion
References
Chapter 82
Public Health, Safety and Educational Risks Associated with Bullying Behaviors in American Adolescents
Abstract
Introduction
The Data we Used
Health and safety risk factors (See table 2)
Educational risks (See table 2)
Findings
Discussion
References
Chapter 83
Is there a Syndrome of Bullying?
Abstract
Introduction
Data we Used
Participants in Bullying with Cluster Of physical and Emotional Symptoms
Health and safety risk factors
Our Findings
Discussion
Conclusion
References
Chapter 84
Deaths Linked to Bullying and Hazing
Abstract
Introduction
Data Used
Findings
Discussion
References
Chapter 85
Interventions to Reduce Bullying
Abstract
Introduction
Bullying Defined
Kinds of Interventions
Preventative Measures
Interventions Addressing Cases of Bullying
Whole School Approaches
The Role of Schools and Researchers in Implementing Programs
Program Evaluation
The Effectiveness of Intervention Programs
Comparing the Effectiveness of Whole School Approaches with Curriculum Work Only
Reported outcomes for interventions with cases of school bullying
Countering Bullying through Effective Class Management
Cyberbullying
Considerations in Selecting a Method
The nature of the bullying
The age and maturity of children
Social and psychological characteristics of the children
The adequacy of the research evidence
The knowledge and interventive skills of teachers and counsellors
The readiness of the school to adopt a particular method or approach
The Importance of Implementation
Conclusion
References
Chapter 86
Prevention of Public Health Risks Linked to Bullying: A Need for a Whole Community Approach
Abstract
Introduction
Nature of Bullying
Epidemiology
Socio-Ecological and Individual Predisposing Factors
Developmental Links
Association of Bullying and Health Risks
Prevention
Whole Community Three-Tier System of Bullying Prevention
Public Health Policy
Conclusion
References
Chapter 87
Towards a Detection of Bullying Related Morbidity
Abstract
Introduction
Methods
Recommendations
Objectives
Elements and ways
Discussion
Conclusion
Appendix 1
questions about you being bullied
Appendix 2.
Hypothetical clinical vignette with physician-patient dialogue about bullying
Appendix 3.
Medical statement advocating for school intervention
Appendix 4.
Algorythm strategy for intervention and treatment of bullying related morbidity
References
Chapter 88
Coping Strategies of Secondary School Students Experiencing Bullying: Frequency, Type of Bullying and Psychosocial Difficulties
Abstract
1. Introduction
2. Method
2.1. Participants and Procedure
2.2. Instruments
2.2.1. Bullying Information
2.2.2. Coping with bullying
2.2.3. Disclosure of Bullying
2.2.4. Reactions towards a Bullied Classmate
Definition of the Bulling Profile (Bully Victim Status Type)
2.2.5. Psychosocial Well Being
2.3. Statistical Analysis
3. Results
3.1. Bullying Information
3.2. Frequency of Victimization
3.3. Forms of Bulling across Gender, School Year and Frequency of Victimization
3.4. Coping Strategies across Frequency of Victimization, Gender, and School Year
3.5. Disclosure
3.5.1. Disclosure across Bullying Profile Group
3.6. Fear of Being Bullied
3.7. Reactions towards a Bullied Classmate
3.8. Psychosocial Difficulties
4. Discussion
4.1 Frequency of Bullying and Coping
4.2. Coping and Bullying Profile Group
4.3. Gender and Age in Relation to Coping
4.4. Disclosure and Bullying
4.5. Reactions to a Student Being Bullied and Bullying Profile
4.6. Psychosocial Well Being, Bully Status Type and Students’ Coping
References
Chapter 89
Parental Views of Children's Bullying Experience, Coping Strategies and their Association with Parenting Practices
Abstract
Introduction
Review of Coping Theories
Bullied Students’ Coping Strategies
Parental Views and Strategies Regarding Bullying
Why Parental Views Are Important?
Coping Strategies Suggested by Parents
Parenting Practices
The Present Study
Method
Participants
Procedures
Statistical Analysis
Measurements
1) Questionnaire on the Experience of Bullying According to Parents’ Views
2) Questionnaire on the Coping Strategies of the Bullied Children According to Parents’ Views
3) Questionnaire on Parental Coping Strategies Recommended for a Bullied Child
4) Questionnaire on the Parental Coping Strategies for Bullied Children and Bullies
5) Questionnaire on Parenting Practices
Results
1. Descriptive Characteristics of Parental Views Regarding Bullying Frequency, Coping, and Parenting Practices
Experience of Bullying According to the Parents’ Views
Coping Strategies of Bullied Children According to Parents’ Views
Recommended Parental Coping Strategies for a Child Being Bullied
Parental Coping Strategies for Bullied Children and Bullies
Parenting Practices
2. Associations between Parenting Practices and Coping
Parenting Practices and Bullying Experience
Correlations between Parenting Practices, Bullied Children’s Coping according to their Parents and Recommended Coping when a Child Is Being Bullied
Parents whose Children Are Bullied vs Children who Are not Involved
Parents Whose Children Are Bullies vs. Children who Are not Involved
Discussion
Experience of Bullying According to Parents’ Views
Bullied Children’s Coping Strategies (Parental Views)
Recommended Parental Coping Strategies to a Child Being Bullied
Parental Coping Strategies in Relation to the Bully Status: Victim vs. Bully
Parenting Practices, Experience of Bullying and Coping
Implications of the Study
References
Chapter 90
Bullying in Childhood and Adolescence: Modifying Factors, Impact on Psychosocial Well-Being, and Intervention Strategies
Abstract
Introduction
Predictors of Involvement in Bullying
Consequences of Involvement in Bullying
Internalizing Symptoms
Suicidal Ideation and Suicide Attempts
Externalizing Problems
Health Problems
Other problems
Limitations
Intervention Strategies
Kiusaamista Vastaan (KiVa) (Salmivalli & Poskiparta, 2012)
The Bernese Program (Be-Prox) (Alsaker & Valkanover, 2012)
Transtheoretical-based Tailored Anti-bullying Program (Evers, Paiva, Johnson, Cummins, Prochaska, & Gokbayrak, 2012)
South Carolina Program (Melton, Limber, Flerx, Nation, Osgood, Chombers, & Olweus, 1998)
Bully-Proofing Your School (BPYS) (Menard, Grotpeter, Gianola, & O'Neal, 2007)
Toronto Anti-bullying Program (Pepler, Craig, Ziegler, & Charach, 1994)
Norwegian Anti-Bullying Program (Galloway & Roland, 2004)
SAVE (Ortega, Del Ray, & Mora-Merchan, 2004)
Kia Kaha (Raskauskas, 2007)
Respect Program (Ertesvag & Vaaland, 2007)
Finnish Anti-Bullying Program (Salmivalli, Kaukiainen, & Voeten, 2005)
Conclusion
Acknowledgments
References
Chapter 91
School Bullying and Health Problems: A Developmental Examination of Predictive and Protective Factors and Coping Strategies
Abstract
Introduction
Bullying and Health Problems
Mental Health Problems
Physical Health Problems
Risk and Protective Factors
Previous Bullying Involvement
Personality and Individual Differences
Social Support
Family-level Factors
Physiological Factors
Genetics
Coping Strategies
Conclusion
References
Chapter 92
The Implementation of a Statewide Bullying Prevention Program and Its Impact on Schools and Communities
Abstract
Introduction
Methods
Results
References
Chapter 93
Personal and Environmental Predictors of School Bullying and its Emotional Consequences
Abstract
Overview
PersonalValues and Bullying
Exposure to Interparental Violence and Bullying
Exposure to Community Violence and Bullying
Bullying and Emotional States
Aims and Hypotheses
Method
Participants
Measures
Procedure
Results
Discussion
Gender and Age Differences
Personal Values, School Bullying and Emotional States
InterparentalViolence, School Bullying and Emotional States
Community Violence, School Bullying and Emotional States
School Bullying and Emotional States
Limits and Implications of the Study
Author Note
References
Chapter 94
Bullying/Victimization in Preschool Children: Intrapersonal and Contextual Factors
Abstract
Introduction
Theoretical Background
Bullying in Preschool Children – Prevalence Rates
Preschool Children’s Perception of “Bullying/Victimization”
Measuring Bullying in Preschool Children
Physical Environment and Bullying
Bullying Episodes on the Playground
Bullying Episodes in the Classroom
Socio-Cognitive Correlates
Theory of Mind
Empathy
Social Information Processing
Social Status
Scope of the Present Study
Method
Participants
Procedure
Naturalistic Observations
Assessment of Socio-Cognitive Correlates
Social Preference
Results
Prevalence of Central Participant Roles
Socio-Cognitive Abilities
Social Status
Analyses of Bullying Episodes’ Background
Interaction between Aspects Related to Bullying Episodes
Discussion
Educational Implications
Limitations - Future Research
Conclusion
Appendix
Scoring/Coding
Criteria for Identifying Bullying Episodes
References
Chapter 95
Discordances in Adolescents' Adoption of Perspectives on Bullying, and their Importance for Dealing with the Problem
Abstract
Introduction
How Adolescents Define School Bullying
Differences in Adolescents' Perceptions of the Manifestations of Bullying
The student's Gender as an Explicative Factor of the Variability in the Perception of Bullying
How the Student's Age Influences Their Perception of Bullying
How the Adolescent's Role in Bullying Situations Affects Their Perspectives on the Phenomenon: An Empirical Study
Delineating the Criteria Identifying Bullying
Gender Differences in the Perception of Bullying
Identification of Aggressors, Victims, and Witnesses
The Aggressors' Perception of Bullying
The Victims' Perception of Bullying
The Witnesses' Perception of Bullying
Gender Differences in the Perception of Bullying As a Function of the Role Played
Differences in the Perception of Bullying as a Function of the 'Frequency of Aggression' and 'Role Played'
Conclusion
References
Chapter 96
Why Do Bullies Bully? Reputation as a Predictor of Bullying
Abstract
Introduction
Reputation Enhancement Theory
Reputation Enhancement Theory As a Social Psychological Motivation in Bullying
Reputation Enhancement Theory and Those Who Bully Alone
Is Reputation Enhancement Theory a Social Psychological Motivation in Cyberbullying?
Implications for Education
References
Chapter 97
The Role of Father Involvement in Children’s Bullying Behavior: An Overview of the Literature
Abstract
Description of Bullying
Consequences of Bullying
The Relationship between Parental Behavior and Bullying/Victimization
The Role of Father in the Mental Health of the Child
The Distinct Role of the Parents
Paternal Contribution to the Development of the Child
Father Involvement and Bullying
Implications for Practice
Conclusion
References
Chapter 98
Bullying Victimization among In-School Adolescents
Abstract
Introduction
Our study
Findings
Discussion
Conclusion
Acknowledgments
References
Chapter 99
Children, Violence and Bullying
Abstract
Introduction
Trends in adolescent homicide
Trends in adolescent suicide
Trends in non-fatal violence
Trends in school violence
Examples from our daily practice
Home visitation
Conclusions
References
Chapter 100
Botswana: Bullying Victimization among School-Going Adolescents
Introduction
Our study
Findings
Discussion
Conclusions
Acknowledgments
References
Chapter 101
Workplace and Bullying
Abstract
Introduction
A Story
Discussion
References
Chapter 102
Student Bullying: Overview of Research, Federal Initiatives, and Legal Issues
Summary
Introduction
Significance for Congress
Report Roadmap
Definitions of Bullying and Cyber-Bullying
Estimates of the Prevalence, Predictive Factors for, and Consequences of Bullying
Prevalence of Bullying
Student Bullying Research on the Precursors for, and Impacts of, Bullying
Efficacy of Anti-Bullying Programs
State Bullying Legislation
School Responsibilities Regarding Bullying
Focus on Cyber-Bullying
ED Dear Colleague Letter: School Responsibilities Regarding Bullying that Rises to the Level of Discriminatory Harassment
Harassment Based on Disability
Response to Dear Colleague Letter
Federal Agency Efforts on Bullying
Interagency Initiatives
Legal Issues
Federal Law
State Law
Cyber-Bullying
Constitutional Considerations
First Amendment: Freedom of Speech
Fourteenth Amendment: Due Process
Appendix.
End Notes
Chapter 103
White House Conference on Bullying Prevention
Preface
Risk Factors for and Outcomes of Bullying and Victimization
Prevalence of Bullying and Victimization
Individual Risk Factors
Gender
Grade Level
Ethnicity
Religious Orientation
Socioeconomic Status
Poor Social Skills
Superior Social Skills
Low Academic Achievement
Sexual Orientation
Disability Status
Externalizing Behavior
Internalizing Symptoms
Peer Group Risk Factors
Homophily
Peer Norms
Delinquency
Alcohol/Drug Use
School Risk Factors
School Climate
Teacher Attitudes
Classroom Characteristics
Academic Engagement
School Belonging
Family Risk Factors
Parental Characteristics
Family Discord
Community Risk Factors
Neighborhoods
Societal Risk Factors
Media
Intolerance
Outcomes of Bullying and Victimization
Biological
Educational
Psychological
Conclusion
References
Findings from the National Education Association’s Nationwide Study of Bullying: Teachers’ and Education Support Professionals’ Perspectives
Executive Summary
Introduction
Key Findings from the NEA Bullying Study
Conclusion and Implications
References
Appendix
Overview of Cyberbullying
Where Does Cyberbullying Commonly Occur?
How Much Cyberbullying Is out There?
What Are Some of the Negative Effects That Cyberbullying Can Have on a Person?
How Is Cyberbullying Different from Traditional Bullying?
Why Is Cyberbullying Becoming a Major Issue?
What Can Parents Do?
What Should Schools Do to Prevent Cyberbullying?
What Should Schools Do to Respond to Cyberbullying?
How Is Cyberbullying and School Climate Related?
What Can Youth Do?
What Can Bystanders Do?
What Can Law Enforcement Do?
References
Bullying and Children’s Peer Relationships
Two Social Worlds of Bullying
The Bully-Victim Relationship
Peer Relationships That Promote and Prevent Bullying
Classroom and School Climate
Managing School Social Networks to Prevent and Intervene in Bullying
References
Effective Strategies in Combating Bullying
What Is the Link between Bullying and School Climate?
What Are Common Outcomes of Bullying Prevention Programs?
What Works in Bullying Prevention and Intervention?
Multi-Tiered Prevention Approaches
School-Wide Prevention Activities
Involving Families and Communities
Integrating and Sustaining Prevention Efforts
What are Some Specific Evidence-Based Bullying Prevention Programs?
What Strategies May Be Ineffective or Potentially Damaging?
What Factors Are Important to Consider When Implementing Prevention Programs?
What Additional Research Is Needed to Improve Our Understanding of the Most Effective Strategies for Combating Bullying?
References
Reducing the Effectiveness of Bullying Behavior in Schoolsvi,vii
1. What Do We Know about Preventing Violence in Schools?
2. What Is “Positive Behavioral Interventions and Supports?
3. How Does School-Wide PBIS Relate to the Prevention of Bullying Behavior?
4. What Is the PBIS Approach to Preventing Bullying Behavior?
5. What Costs Are Associated with Implementing School-wide PBIS?
6. Does PBIS Work Better with Different Groups, Settings, or Contexts?
7. What Does School-wide PBIS Look Like When Bullying Behavior Needs to be Addressed?
8. Where Can More Information About PBIS Be Found?
References
Bullying and the Lesbian, Gay, Bisexual, Transgender, Questioning (LGBTQ) Community
What Do We Know About Rates of Bullying for LGBTQ Students?
Are LGBTQ Students More at-Risk for Certain Outcomes Related to Bullying Than Their Heterosexual Peers?
School Engagement
Suicidal Ideation/Attempts
What Challenges Do LGBTQ Students Face Around Bullying That Are Unique from Other Populations?
Are There Examples of Strategies, Services, and/or Programs That Are Effective for Preventing and Intervening in Bullying for LGBT Students?
References
Bullying and Students with Disabilities
Background
Literature Review
Who Qualifies as a Student with a Disability?
Bullying and Existing Disability and Special Education Laws
Policy Recommendations
Recommendations for School and Classroom Level Change
Recommendations across the Lifespan
Recommendations at the Federal Level
References
Dear Colleague Letter: Bullying and Harassment
Title VI: Race, Color, or National Origin Harassment
Title IX: Sexual Harassment
Title IX: Gender-Based Harassment
Section 504 and Title II: Disability Harassment
Secretary of Education Bullying Law and Policy Memo
Anti-Bullying Policies: Examples of Provisions in State Laws
I. Purpose Statement
II. Statement of Scope
III. Specification of Prohibited Conduct
IV. Enumeration of Specific Characteristics
V. Development and Implementation of LEA Policies
VI. Components of LEA Policies
A. Definitions
B. Reporting Bullying
C. Investigating and Responding to Bullying
D. Written Records
E. Sanctions
F. Referrals
VII. Review of Local Policies
VIII. Communication Plan
IX. Training and Preventive Education
X. Transparency and Monitoring
XI. Statement of Rights to Other Legal Recourse
End Notes
End Notes for Dear Colleague Letter: Bullying and Harassment;
Secretary of Education Bullying Law and Policy Memo
Chapter 104
Correlates of Bullying Victimization among In-School Adolescents in the 2005 Botswana Global School-Based Health Survey
Abstract
Introduction
Methods
Ethical considerations
Data analysis
Results
Discussion
Limitations and strengths of the study
Conclusion
Acknowledgments
References
Chapter 105
Bullying Behaviour Following Students’ Transition to a Secondary Boarding School Context
Abstract
Introduction
Our study
Measures
Statistical analysis
Findings
Boarders vs non-boarders: Target of bullying
Perpetrator of bullying
Target/perpetrator of bullying
Boarders, gender and bullying behavior
Type of bullying experienced by boarders
Types of bullying perpetrated by boarders
Help seeking and bystander behaviour and perceptions of staff
Discussion
Strengths and limitations
Acknowledgments
References
Chapter 106
Bullying, Cyberbullying, Depression and Suicide Ideation
Abstract
Introduction
Our study
Procedure
Measures
Analysis
Findings
Discussion
Acknowledgments
References
Chapter 107
Addressing Bullying of Student
Nurses on Clinical Placements:
The ARRCA Resolution Model
Abstract
Introduction
Background
The Nature of the Problem
The ARRCA Resolution Model
Application of the AARCA Resolution Model
Discussion
Conclusion
References
Chapter 108
Occupational Stress as an Antecedent of Workplace Bullying in the Education Sector
Abstract
1. Workplace Bullying, a Heterogeneous Phenomenon
2. Workplace Bullying among Teachers
3. Method
3.1. Data Collection and Sample
3.2. Measures
3.3. Data Analysis
4. Results
4.1. Measurement Model
4.2. Structural Model
5. Discussion
Conclusion
References
Chapter 109
Spanish Parenting Styles and Adolescent Bullying
Abstract
Family Socialization Styles As Protective or Risk Factors for Bullying
Studying the Influence of Parenting Styles on Bullying
Results of the Study
Conclusion
References
Chapter 110
Peer-to-Peer Violence and Bullying: Examining the Federal Response*
Letter Of Transmittal
Section 1. Executive Summary
Section 2. Introduction and Background
Peer-to-Peer Violence in K-12 Public Schools
What Is Bullying?
What Harassment Is Subject to Federal Jurisdiction?
Peer-to-Peer Violence Generally10
Sex
Race/National Origin
Disability
Lesbian, Gay, Bisexual, and Transgender (LGBT)72
Religion
Legal Protections
Title IX
Title VI
Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act
Section 3. Federal Enforcement Efforts: The Department of Education
The Department of Education’s Civil Rights Complaint Processing System
Evaluation of Complaints
Investigation of Complaints
Early Complaint Resolution
Resolution of Complaints
Initiating Enforcement Actions
OCR Complaint Processing System: Statistical Data by Calendar Year
Race/National Origin
Sex
Disability
Sexual Orientation/Gender Identity & Religion
Section 4. Federal Enforcement Efforts: The U.S. Department of Justice
Educational Opportunities Section Investigation Process
Available Complaint Information by Calendar Year
Race/National Origin
Sex
Disability
Religion
Sexual Orientation/Gender Identity
Section 5. The U.S. Department of Education’s Dear Colleague Letter
Section 6. Jurisdiction: Peer-to-Peer Violence Related to LGBT Status and Religion
Title IX and Peer-to-Peer Violence Related to Sexual Orientation or Gender Identity
Title VI and Peer-to-Peer Violence Related to Religion
Section 7. Additional Concerns Related to the Federal Response
Enforcement Standards
Federalism
First Amendment
Findings and Recommendations
Findings
Recommendations
Commissioner Statements and Rebuttals
Statement of Chairman Martin R. Castro
Introduction
Why Is the Commission Concerned About Peer-to-Peer Violence and Bullying?
A Comprehensive, Consistent Approach Is Needed
Culturally and Linguistically Appropriate Protections for Limited English Proficient Persons
Neutrality Policies Are Anything But Neutral
Statement of Vice Chair Abigail Thernstrom
Data
School Culture
A Federal Fix?
First Amendment Issues
Religion
Statement of Commissioner Roberta Achtenberg
Introduction1
Findings
Recommendations
Conclusion
Dissent and Rebuttal Statement of Commissioners Gaziano and Kirsanow, with Which Commissioner Heriot Concurs
Overview
An Analysis-Free Report
Irrelevant, Unreliable, and Conflicting Data
OCR’s Attempt to Expand Its Authority Through Creative Interpretation
Serious First Amendment Concerns
Discrimination Based on Sexual Orientation Is Effectively Covered under Title IX
Rebuttal to Statements by Other Commissioners
Is Greater Federal Involvement in K-12 Bullying Helpful or Counterproductive?
A. Leaps of Logic in the Concurring Statements
B. Reasons Why Greater Federal Intervention May Be Counterproductive
Problems with the Data Cited in Concurring Commissioner Statements
Sexual Minority Stress Theory
“Neutrality” Policies
Religion
Commissioner Yaki’s Statement
Dissenting Statement of Commissioner Gail Heriot, with Which Commissioners Peter Kirsanow and Todd Gaziano Concur
I. Background to the Report: A Twice-Told Tale Rather Than an Investigation
II. The Federal Government is Ill-Suited to the Role of Controlling Schoolyard Bullies
III. Nothing in the Statements of the Commission Members Who Voted for the Report Justifies Making a Federal Issue Out of Schoolyard Bullying
IV. Some of the Literature Cited in Commissioners’ Statements and in the Report Needs at Minimum to be Put in Perspective
Statement of Commisioner Michael Yaki
End Notes for Statement of Chairman Martin R. Castro
End Notes for Statement of Vice Chair Abigail Thernstrom
End Notes for Statement of Commissioner Roberta Achtenberg
End Notes for Dissent and Rebuttal Statement of Commissioners Gaziano and Kirsanow, with Which Commissioner Heriot Concurs
End Notes for Dissenting Statement of Commissioner Gail Heriot, with Which Commissioners Peter Kirsanow and Todd Gaziano Concur
End Notes for Statement of Commisioner Michael Yaki
Chapter 111
Bullying Victimization in School Adolescents
Abstract
Introduction
Our Study
Findings
Factors associated with being a victim of bullying
Discussion
Acknowledgment
References
Chapter 112
Mother Blame: The Resilience and Decision-Making Abilities of Mothers with a School-Aged Child Who Has Been Accused of Bullying
Abstract
Introduction
Purpose of the present study
Method
Participants
Variables
Materials
Procedure
Analysis
Hypotheses
Results
Resilience
Coping
Social support
Decision-making
Discussion
Resilient abilities
The impact of bullying on the mother’s social identity
Implications for bullying intervention programs
Limitations and Directions for Future Research
Conclusion
Recommendations
References
Chapter 113
Bullying and Victimization in Adolescence: Characteristics and Risk Factors
Abstract
Introduction
Prevalence of Bullying
Consequences of Bullying
Main Risk Factors
Personal Factors
Family Factors
School Factors
Social and Cultural Factors
References
Chapter 114
Victims of School Bullying: Predictors and Outcomes
Abstract
Introduction
Individual Risk Factors
Familial Risk Factors
Peer Risk Factors
School and Community Risk Factors
Intervention Programs
Socio-Emotional Outcomes
Implications for Researchers, Scholars, Policy Makers, and Practitioners
Conclusion
References
Chapter 115
Bullying Victimization in Benin: Prevalence and Its Correlates among In-School Adolescents
Abstract
Introduction
Methods
Study design, sample size and sampling
Data collection
Data analysis
Results
Factors associated with being a victim of bullying
Discussion
Acknowledgments
References
Chapter 116
Bullying Behaviour Following Students’ Transition to a Secondary Boarding School Context
1Health Promotion Evaluation Unit, University of Western Australia, West Perth
2Telethon Institute for Child Health Research, University of Western Australia, West Perth and School of Exercise and Health Sciences, Edith Cowan University, Joondalup, Western Australia, Australia
Abstract
Introduction
Methods
Measures
Statistical analysis
Results
Boarders vs non-boarders: target of bullying
Perpetrator of bullying
Target/perpetrator of bullying
Boarders, gender and bullying behavior
Type of bullying experienced by boarders
Types of bullying perpetrated by boarders
Help seeking and bystander behaviour and perceptions of staff
Discussion
Strengths and limitations
Acknowledgments
References
Chapter 117
Bullying, Cyberbullying, Depression and Suicide Ideation among Youth: Comparing Online to Paper-and-Pencil Questionnaires
School of Psychology, Interdisciplinary Center (IDC),
Herzliya, Schneider Children's Medical Center,
Petach Tikva and Sackler School of Medicine,
Tel Aviv University, Tel Aviv, Israel
Abstract
Introduction
Methods
Procedure
Measures
Analysis
Results
Discussion
Acknowledgment
References
Chapter 118
Bullying: Parenting Styles in Victims and Aggressors
Abstract
Introduction
Protective Family Factors against Violence: Communication, Love, Support, Parental Involvement …
Parental Education Styles: Influence on Victimization and Perpetration of Bullying
Objectives and Hypotheses
Method
Participants
Measures
Design and Procedure
Results
Degree of Parental Acceptance/Involvement and Coercion/Imposition in Victims and Aggressors of Bullying
Bullying: Parenting Styles of Victims and Aggressors
Conclusion
Acknowledgments
References
Chapter 119
Homophobic Bullying: An Old Problem Only Recently Brought to Light
Abstract
1. Introduction
2. Bullying and Cyberbullying
3. Homophobic Bullying as a Specific Phenomenon
3.1. Homophobia in the School
4. Prevalence of Homophobic Bullying
Consequences
Conclusion
Acknowledgments
References
Chapter 120
The Role of Attachment Styles in the Development of Aggressive Behavior Among Peers: An Overview on Homophobic Bullying with a Victim’s Report
Abstract
Attachment and Aggressive Behavior Toward Peers
Bullying in Adolescence
Characteristics of the Bully and His Victim
Homophobic Bullying: Definitions and Influential Factors
Homophobic Bullying: A Victim’s Report
References
Chapter 121
Suicidal Behavior in Association with in-School Bullying in African American Youth
Abstract
Introduction
Methods
Results
Discussion
Limitations
Recommendations
References
Chapter 122
Biopsychosocial Differential Predictors of Suicide and Bullying
Abstract
Suicidality and Bullying
Biopsychosocial Model
Biological Factors
Sex
Psychological Factors
Self-Esteem
Depression
Optimism
Social
Sense of School Belongingness
Closeness to Parents
Closeness to Friends
Current Study
Methods
Participants
Measures
Biological Factors
Grade Point Average
Psychological Factors
Self-Esteem
Depression
Optimism
Social Factors
Sense of School Belongingness
Closeness to Mother and Father
Closeness to Friends
Results
Biological Factors
Sex
Grade Point Average
Psychological Factors
Self-Esteem
Depression
Optimism
Social Factors
Sense of School Belongingness
Closeness to Mother
Closeness to Father
Closeness to Friends
Discussion
References
Chapter 123
Modeling Bullying Propagation in Greece
1Centro de Ingeniería Económica
2Instituto de Matemática Multidisciplinar, Universitat Politècnica de València, Valencia, Spain
Abstract
Introduction
Study Population
Modeling Transition Coefficients
Mathematical Model and Simulations
Results
Sensitivity Analysis
Comparison between Greece and Spain
Conclusion
References
Chapter 124
Addressing the Problems of Bullying in Schools in the United Arab Emirates
Country Context
Introduction
UAE Program
Methods of Assessment
The Tools
The Samples
Results
Estimates of Bullying Prevalence
Estimates of the Effects of the Intervention
1. Changes in Responses to Forms of Bullying
2. Changes in Scale Measures of Overall Bullying
3. Changes for Schools
How Safe Did Students Feel at School?
Did Students Feel Safer After the Intervention?
Did the Students Report Being More Pro-Social Following the Intervention?
Evaluations of the Intervention by Students
Evaluative Comments from Students
Discussion
Conclusion
What’s Next?
Acknowledgments
References
Chapter 125
Homophobic and Sexual Minority Bullying: Research, Education and the Future
Sexual Minority Bullying, Prevalence and Mental Health
Homophobic Bullying and Heterosexual Privilege
The School Environment
The Situation in Ireland
Conclusion
References
Chapter 126
Individual Level of Predictors of Face to Face Bullying: The Fındings of a Two-Wave Longitudinal Study
Abstract
1. Introduction
1.1. Age and Bullying
1.2. Gender and Bullying
1.3. Media Use and Bullying
1.4. Popularity and Bullying
1.5. Prosocial Behaviors and Bullying
1.6. Theoretical Background
2. Methods
2.1. Participants
2.2. Measurement Tools
2.2.1. New Media Use
2.2.2. Face-to-Face Bullying and Prosocial Behavior Scale (Wright, Li, & Shi, 2014)
2.2.3. Cyberbullying and Cyber-Prosocial Behavior Scale (Wright, & Li, 2012)
2.2.4. Self-Perceptions of Status (Mayeux & Cillessen, 2008)
2.3. Procedure
3. Results
3.1. Incidence and Prevalence of Bullying in Time 1 and Time 2
3.2. Longitudinal Associates of Bullying in Time 2
4. Discussion
4.1. Implications
4.2. Conclusion
References
About the Author
Chapter 127
Experiences and Meanings of Bullying Among Bullies, Victims, and Bystanders in an All-Girls School
Abstract
Introduction
Conceptual Framework
Purpose of the Study
Methodology
Research Design
Sampling Procedure
Participants of the Study
Identified Bullies
Identified Victims
Identified Bystanders
Research Instruments
Data Gathering Procedure
Explicitation of Data
Validity and Credibility
Results and Discussion
The Bullying Experiences
Meaning of the Lived Bullying Experiences
The Ones Who Bullied
The Ones Who Are Bullied
The Ones Who Witnessed Bullying
Conclusion
Recommendations
References
About the Author
Chapter 128
Parents’ Perceptions about Bullying
Abstract
Introduction
Previous Research about Parents’ Perceptions Regarding Bullying
Parents’ Role in Bulling Prevention
Methodology
Results
Conclusion
References
About the Authors
Chapter 129
Bullying or Peer Abuse
Abstract
Introduction
Recent Studies
Actors in Bullying
The Victim
The Aggressor
The Witnesses
Site of Occurrence of the Phenomenon
Modalities of Bullying
Extreme Actions
Intervention of the Parents
What Should Be Done Once the Diagnosis Is Established?
Preventive Program
Basic Actions
Initial Activity
Specific Actions
Procedure
Students
A. Actions of the Administrative Authority
B. Actions of School Teachers
C. Actions of the Teachers Assigned to Surveillance
D. Actions of the Students
E. Parents
Final Considerations and Strategies
References
Chapter 130
Conceptualization of Anti-Bullying Strategies: Key Aspects in Every Curriculum Area
Abstract
Introduction Perspective
The Purpose of the Chapter
Methodology
The Conceptual Framework
Characteristics of Bullying
Repetition
Intent to Harm
Power Inequity
Types of Bullying
Theoretical Framework
Social Capital Theory
Dominance Theory
The Theory of Humiliation
Organizational Culture Theory
Anti-Bullying Strategies
Creating a Positive School Environment as Prevention
Immediate, Individualized, and Consistent Intervention Strategies
Barriers to Effective Bullying Prevention
Conclusion
Recommendation
Impact in the School
References
Chapter 131
Cyber Bullying Participation Roles: Examining the Relationship between Empathy and Psychopathy
Abstract
Introduction
Review of the Literature
Cyberbullying
Empathy
Psychopathy
Methods
Participants
Instrument
CyberBullying
Empathy
Psychopathy
Analysis Plan
Results/Findings
Multinomial Logistic Regression Results
Conclusion
References
Biographical Sketches
Chapter 132
Aggression as a Developmental Disorder: From Bullying to Adult Delinquency
Abstract
Introduction
Methodologies
Terminological Considerations
Anthropological Approach
Developmental Theory
Neurobiological Proof of Assaultiveness
Forensic Approach
Vignettes
Pharmacological Approach
Conclusion
References
Chapter 133
Peer Assault: Problems Associated with Bullying
Abstract
Introduction
Who Is the Bully?
Who Is Being Bullied?
Authoritative Roles and the School Environment
Cyber Bullying
Sibling Bullying
Workplace Bullying
Problems Caused by Bullying
Recommendations to Reduce Bullying and Its Effects
Conclusion
References
Chapter 134
Sexual, Physical and Psychological Aggression Linked to New Means of Communication: Child Pornography, Cyber-Grooming and Cyber-Bullying
1Forensic Department, University Hospital Center of Tours, France
2Psychiatry Department, University Hospital Center of Tours, France
Abstract
Keywords: Internet, child pornography, cyber-bullying, cyber grooming, offender, victim
Introduction
Changes in society have led to significant shifts in behavior. New electronic means of communication enable messages to be sent instantaneously anywhere in the world and reach a very large number of people (Çetin, 2011). This has had an impact on both...
Child Pornography
Characteristics of Child Pornography Images
Child Pornography Users
Child Pornography Victims
Online Sexual Grooming
Characteristics of Online Grooming
New means of communication enable instantaneous discussions to take place at a distance. This makes fantasies seem almost real (Quayle, 2011; Whittle, 2012). Two of three profiles identified by Elliott and Beech (2009) can be found among online groome...
Online Groomers
Davidson and associates (2011) defined an online groomer as someone who initiates contact with a child through the Internet with the intention of establishing a sexual relationship, involving cyber-sex or sex with physical contact (Davidson, 2011; Qua...
The fantasy-driven group like those who download pedophile images (characteristics often found in the same person), unlike the perpetrators of sexual assault, generally show few criminal characteristics (Quayle, 2011). They spend a lot of time on the ...
Victims of Online Grooming
Cyber-Bullying
Bullying is a wide-spread phenomenon found in all areas of social life and affecting people of all ages. Underlying factors motivating this behavior are complex. Like the two offences described above, the use of new means of communication has transfor...
The Characteristics of Cyber-Bullying
Cyber-Bullies
The virtual aspect of this aggression has modified the profiles of bullies. Some are described as inhibited, without social ties, and generally addicted to the Internet, at the same time needing stimulation and personal satisfaction that they find thr...
There appears to be a link between the aggressive attitude of a child and the likelihood that he/she will become a bully in adolescence. An aggressive child is generally rejected, while an aggressive adolescent is often feared and respected (Stassen B...
Victims of Cyber-Bullying
Conclusion
References
Chapter 135
From the Trenches: Cyberbullying and Beyond
Introduction
From “Traditional” Bully/Victim Problems to Cyberbullying ... and Beyond
Chapters and Focus
Chapter 2: How Research on Cyberbullying Has Developed
Chapter 3: Conceptual and Definitional Issues Regarding Cyberbullying: A Case for Using the Term Cyber Aggression?
Chapter 4: Prevalence Rates of Cyberbullying from a Cross-National Perspective: Definitional and Methodological Issues
Chapter 5: Cyberbullying among Children and Adolescents: A Quantitative and a Qualitative Approach to Gender Differences
Chapter 6: Re-Thinking Well-Being Measures in Bullying and Cyberbullying Research
Chapter 7: Physical Proximity, Social Distance, and Cyberbullying Research
Chapter 8: The EU Kids Online Project: The Importance of Large Scale Cross-National Research
Chapter 9: Cyberbullying in South Korea
Chapter 10: Needs, Determinants, Coping, and Stand-Alone Interventions
Chapter 11: Coping with Cyberbullying
Chapter 12: Cyberbullying and Mental Health: Internet-Based Interventions for Children and Young People
Chapter 13: The Australian Perspective: Efforts to Counter Cyberbullying
Chapter 14: Teachers’ Perceptions of Cyberbullying in Irish Secondary Schools
Chapter 15: Concluding Thoughts: Where Are We Now and Where to Next?
References
Chapter 136
How Research on Cyberbullying Has Developed
Introduction
Method
Results : Step 1 Analyses
Year of Publication
Number of Authors
National Affliation of Authors
Cross-National and Cross-Continental Research
Type of Article
Results : Step 2 Analyses
Discussion
Types of Research
Definitional or Measurement Issues
Longitudinal Data
Qualitative Data
Prevalence Rates
Age Differences
Gender Differences
Country Comparisons
Disability/Minority Groups
Other Risk Factors or Predictors of Involvement
Outcome Variables
Peer Groups, Social Dynamics, Bystanders
Teachers
Parents
Siblings
Legal Issues
Coping Strategies
Resources and Interventions
Conclusion
References
Chapter 137
Conceptual and Definitional Issues Regarding Cyberbullying: A Case for Using the Term Cyber Aggression?
Introduction
Theories of Aggression
Types of Aggression
Bullying
Operationally Defining Bullying
Methods and Motivations of Bullying
Defining Cyberbullying
Issues When Measuring Bullying
Cyberbullying or Cyber Aggression?
Conclusion
References
Chapter 138
Prevalence Rates of Cyberbullying from a Cross-National Perspective: Definitional and Methodological Issues
Introduction
Factors Influencing the Development of a Cyberbullying Definition
Overlap of Cyberbullying and Traditional Bullying
Cross National Prevalence Rates of Cyberbullying
Factors Influencing Methodologies of Cyberbullying Research
Conclusion
References
Chapter 139
Cyberbullying among Children and Adolescents: A Quantitative and a Qualitative Approach to Gender Differences
Introduction
Gender as a Cultural Construct and Its Relationship with Aggressive Behaviours
The Role of Gender in Cyberbullying among Children and Adolescents
Gender-Based Differences in Cyberbullying
Overall Gender-Based Differences in Cyberbullying
Gender-Based Differences in Specific Types of Cyberbullying
Same-Sex and Cross-Sex Cyberbullying
Students’ Perceptions of Gender and Cyberbullying
Conclusion
References
Chapter 140
Re-Thinking Well-Being Measures in Bullying and Cyberbullying Research
Introduction
Bullying and Cyberbullying
How We Can Conceptualise and Measure Well-Being
How We Can Conceptualise and Measure Health
The Advantages of Thinking About Well-Being and Positive Health in Anti-bullying Research
Conclusion
References
Chapter 141
Physical Proximity, Social Distance and Cyberbullying Research
Introduction
Proximity and Aggressive Behaviour
Social Distance, Aggressive Behaviour and Cyberbullying
The Case for Diverse Approaches in Cyber-Bullying Research
Conclusion
References
Chapter 142
The EU Kids Online Project: The Importance of Large Scale Cross-National Research
Introduction
Safer Internet Research in Context
The EU Kids Online Survey
Individual Level (Child as Unit)
Family Level (Household as a Unit)
Cross-Cultural/Cross-National Perspectives (Country as a Unit)
Offline vs. Online Victims and Perpetrators
Trends of Bullying Online and Offline
Conclusion
References
Chapter 143
Cyberbullying in South Korea
Introduction
Terms for Bullying and Cyberbullying
Definition
Types of Cyberbullying
Prevalence of Bullying and Cyberbullying
Incidence of Cyberbullying
Perpetrating Cyberbullying
Gender Differences of Perpetrating Cyberbullying
Who Participates in Cyberbullying?
Reason for Perpetrating Cyberbullying
How Do Pupils Feel after Cyberbullying/Being Cyberbullied?
Being a Victim of Cyberbullying
Gender Differences among Those Cyberbullied
Responses after Being Cyberbullied
Whether the Coping Strategies Were Effective?
Feeling after Being Cyberbullied
Witnessing Cyberbullying
Reasons for Not Responding to Cyberbullying
Related Variables
Individual Factors
Home Environmental Factors
School Environmental Factors
Perception
Prevention and Intervention
Conclusion
References
Chapter 144
Needs, Determinants, Coping and Stand-Alone Interventions
Introduction
Needs assessment
Factors Influencing the Variation in Cyberbullying Prevalence
How to Choose an Instrument to Measure Cyberbullying Involvement
Time Frame to Assess Cyberbullying
Important and Changeable Determinants That Increase Vulnerability for Negative Outcomes
Evidence Based Coping Strategies to Prevent Cyberbullying: What Works?
Coping Strategies in Relation to Health Outcomes: What Do We Know?
Effectivity of Coping Strategies: Personality Traits and Context
Do We Have Enough Insight in Effectiveness of Coping Strategies to Advise Cyberbully Victims?
Is It Possible to Advise Children and Young People?
Is It Necessary to Tailor Advice for Children and Young People?
Stand-Alone ICT Interventions
Stand-Alone ICT Interventions to Prevent and Combat Cyberbullying: Theoretical and Evidence-Based Methods
Stand-Alone ICT Interventions: Important Conditions to Let It Work
References
Chapter 145
Coping with Cyberbullying
“Old Wine, New Bottles”: The Challenge of New Technology
Coping with Psychological Distress
Coping with Traditional Bullying: What Works?
Coping with Cyberbullying and Aggression: A Different Ball Game
Prevention and Intervention: Anti-Bullying and Anti-Cyberbullying Initiatives
Cross-National Collaboration: Forging Ahead in the Best Interests of the “Always-on Generation”
Policing the Wild West: Is Cyberbullying Legislation the Answer?
Conclusion
References
Chapter 146
Cyberbullying and Mental Health: Internet-Based Interventions for Children and Young People
Introduction
Cyberbullying: The Impact on Mental Health
Interventions to Prevent and Combat Cyberbullying and Its Negative Consequences
Internet-Based Mental Health Interventions
Internet-Based Interventions for Cyberbullied CYP with Mental Health Problems
Conclusion
References
Chapter 147
The Australian Perspective: Efforts to Counter Cyberbullying
Introduction
Definition
Prevalence
Research
Consequences
Motives
Bystanders
Prevention and Intervention Efforts in Australia
Media in Australia
Legal Responses
Policy
Teacher Training
Advice and Resources
Non-Government Agencies
Research Projects
Cyber Friendly Schools
Beyond Bullying
Research on Legal Interventions
Safe and Well Project
Conclusion
References
Chapter 148
Teachers’ Perceptions of Cyberbullying in Irish Secondary Schools
Introduction
Bullying and Cyberbullying: What’s the Difference?
Irish Secondary School Teachers and Cyberbullying
Method
Design
Participants
Materials
Quantitative Materials
Qualitative Materials
Procedure
Results
Quantitative Findings
General Awareness and Skills in Addressing Cyberbullying
Concern about Cyberbullying
Confidence in Dealing with Cyberbullying
Prepared to Deal with Cyberbullying
Importance of School Commitment
The Impact of Cyberbullying
Prevention Strategies
Qualitative Findings
Gender Differences
Short and Long Term Effects
Proactive and Passive Responding
Insufficient Training on Cyberbullying
Role of Parents and Communities
Conclusion
References
Chapter 149
Concluding Thoughts: Where Are We Now and Where to Next?
Introduction
Back to Basics: Definitions, Measurement, and Determinants
Approaching Cyberbullying with a Different Perspective
The Importance of Cross-National Research and Cultural Context
Coping and Intervention
Conclusion
Index
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