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Bullying : Implications for the Classroom - Gary D. Phye

Bullying

Implications for the Classroom

Hardcover Published: 1st April 2004
ISBN: 9780126179552
Number Of Pages: 261

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In recent years there have been an increasing number of incidents where children have either perpetrated or been the victims of violence in the schools. Often times the children who perpetrated the violence had been the victims of school bullying. If bullying once was a matter of extorting lunch money from one's peers, it has since escalated into slander, sexual harassment, and violence. And the victims, unable to find relief, become depressed and/or violent in return.
Despite all the media attention on recent school tragedies, many of which can be traced to bullied children, there has been little in the way of research-based books toward understanding why and how bullying occurs, the effects on all the individuals involved and the most effective intervention techniques. Summarizing research in education, social, developmental, and counseling psychology, Bullying: Implications for the Classroom examines the personality and background of both those who become bullies and those most likely to become their victims, how families, peers, and schools influence bullying behavior, and the most effective interventions in pre-school, primary and middle schools. Intended for researchers, educators, and professionals in related fields, this book provides an international review of research on bullying.
KEY FEATURES:
* Presents practical ideas regarding prevention/intervention of bullying
* Covers theoretical views of bullying
* Provides an international perspective on bullying
* Discusses bullying similarities and differences in elementary and middle school
* Presents practical ideas regarding prevention/intervention of bullying
* Provides an international perspective on bullying
* Outlines information regarding bullying during the elementary and middle school years
* Covers theoretical views of bullying
* Presents new approaches to explaining bullying
* Contributing authors include internationally known researchers in the field

"The editors of this volume present a comprehensive collection of empirically derived chapters ranging from theoretical reviews to program evaluation. In one review, the characteristics of victims and the cycle of bullying are examined from the perspective of social learning theory. Further theorizing focuses on social-biological-evolutionary explanations and the role of dominance. Group theory is also included with respect to peer acceptance, belonging, and group culture. Literature on family, peer, and school influences is reviewed, as is the contribution of factors such as gender, age, and heterosexual relationships. The roles of personality characteristics and self-concept are addressed through research conducted in school settings. Early interventions throughout the preschool and elementary school levels are reviewed with examples of school-based programs that have withstood rigorous evaluations. Systemic prevention programs are critiqued for effectiveness and limitations, and suggestions for improvement are made. In all, this volume contains a wealth of empirical information on what has become a particularly salient aspect of the current culture children are exposed to during their school years. Individuals who work with children in many capacities, including teachers, counselors, and other school personnel, will find this an invaluable resource. Summing Up: Highly recommended. Upper-division undergraduates and above." -CHOICE "...provides an excellent overview of current research in the are of school-based bullying." -Caroline Hunt, JOURNAL OF ADOLESCENCE 29 (2006)

Contributorsp. xiii
About the Authorsp. xv
Prefacep. xxi
Acknowledgmentsp. xxiii
What is Bullying?
Research Attention: National and Internationalp. 2
Definition of Bullyingp. 3
Types of Aggression Involved in Bullyingp. 5
Classification of Bullying Roles: A Dyadic Approachp. 6
Classification of Bullying Roles: A Group Approachp. 7
Theoretical Perspectives of Bullyingp. 9
Social Information Processing Theoryp. 9
Theory of the Mind Frameworkp. 10
Moral Development Theoryp. 11
Conclusionsp. 12
Referencesp. 13
Appendix Ap. 17
Appendix Bp. 18
Who are the Victims?
Classifications of Victimsp. 20
Individual Characteristics of Victimsp. 21
Academic Characteristicsp. 21
Social Characteristicsp. 21
Mental Characteristicsp. 21
Physical Characteristicsp. 22
Interpersonal Characteristicsp. 22
Update in Researchp. 23
School-Level Characteristics of Victimsp. 24
Reactions of Victimsp. 25
Duration of Victimizationp. 26
The Blurred Boundary Between Victims and Bulliesp. 27
Theoretical Explanation of the Victim-Bully Cyclep. 29
Overcoming Victimizationp. 30
Referencesp. 31
A Theoretical Review of Bullying: Can it be Eliminated?
What is Bullying?p. 36
"Kids Will Be Kids": How Common is Peer Harassment?p. 37
Forms of Bullyingp. 38
Bullying in School: What is the Potential Cost?p. 39
It Is Our Nature: A Social-Biological/Evolutionary View of Peer Harassmentp. 40
Previously Proposed Theoriesp. 40
Social Dominance Theory Applied to Bullying Behaviorsp. 43
Bullying as Socialization Process Within Groupsp. 46
Establishing the In-Group by Defining the Out-Groupp. 46
Belongingness as Motivationp. 47
"Birds of a Feather": Similarities Among In-Group Membersp. 48
Now Where to We Go: Challenges for Prevention and Interventionp. 50
The Social Hierarchyp. 50
Positive Reinforcement of the Bullyp. 52
Inconsistency of Interventionsp. 53
Targeting the Victimp. 54
The New Kid on the Blockp. 55
Summaryp. 56
Referencesp. 56
In the Looking Glass: A Reciprocal Effect Model Elucidating the Complex Nature of Bullying, Psychological Determinants, and the Central Role of Self-Concept
Introductionp. 63
Backgroundp. 64
The Nature of Bullyingp. 64
The Consequences of Bullyingp. 66
Gender Differences in Bullyingp. 67
Who Are the Victims and the Bullies?p. 67
Rethinking Bipolar Classification Schemes and Dichotomizing Bully and Victim Variablesp. 69
Self-Concept and Its Role in Bullying Researchp. 71
A Multidimensional Perspective on Self-Conceptp. 71
Self-Concept of Bullies and Victimsp. 71
The Present Investigationp. 75
Resultsp. 75
Causal Ordering of Bullying and Being Bulliedp. 85
The Role of Multiple Dimensions of Self-Concept and Depression in the Causal Ordering of Bullying and Being a Victimp. 89
Effects of Bullying on Self-Concept and Depressionp. 90
Effects of Self-Concept and Depression on Being a Bullyp. 93
Effects of Being a Victim on Self-Concept and Depressionp. 93
Effects of Self-Concept and Depression on Being a Victimp. 94
Summaryp. 94
General Discussionp. 95
The Development of a New Theoretical Model to Explain the Nature of Bullyingp. 95
The Development of New Psychometrically Sound Instrumentationp. 96
Causal Ordering of Bullying and Being Bulliedp. 97
Gender and Age Differences in bullying and Being Bulliedp. 98
Relations Between Bullying, Being Bullied, and Psychological Correlatesp. 99
Causal Ordering of Bullying and Being Bullied with Self-Concept and Depressionp. 100
Implications and Summaryp. 101
Referencesp. 102
Appendixp. 107
The Bully in the Family: Family Influences on Bullying
The Framework of Descriptive Psychologyp. 111
How Do We Define Bullying? Let Us Count the Waysp. 112
Bullying from a Descriptive Psychology Standpointp. 114
Achievement Descriptions as Partial Behavior Descriptions: Understanding The Behavior of the Bullyp. 116
Other Research on Achievement Description Versus Behavior Descriptionsp. 117
Forms or Parameters of Behavior Descriptionp. 117
Behavior Description Versus Activity Descriptionp. 119
Achievement Descriptions Revisitedp. 119
Actor, Observer, Critic: Three Ways to Understand the Behavior of Bulliesp. 120
Bullying and Status: How to Get It and How to Keep Itp. 121
The Bully in the Familyp. 122
Family Characteristics of Bulliesp. 124
Bullies' Perceptions of Their Familiesp. 125
Sibling Influencesp. 127
Direct Influences of Family Relationships on Bullyingp. 127
Indirect Family Influences--From Attachment to Family Systems Theoryp. 128
The Bully's Status in the Familyp. 130
Referencesp. 133
Peer Influences
Children's Needs and Rights: Introductionp. 137
Children's Needsp. 138
Children's Rightsp. 139
The Role of the Bystander in School Bullyingp. 140
What is Peer Support?p. 142
Does Peer Support Work?p. 143
Constraints and Limitationsp. 144
Theory of Mind and Close Relationshipsp. 144
Participant Role Theoryp. 146
Social Cultural Theoryp. 146
Successfully Implemented Programs in Schoolsp. 148
Cooperative Group Workp. 148
Circle Timep. 150
Befriendingp. 151
Checkpointsp. 152
Method of Shared Concernp. 153
The Non-Blame Approachp. 154
Conflict Resolution/Mediationp. 155
Peer Counselingp. 155
Conclusionp. 156
Referencesp. 156
Schools and Bullying: School Factors Related to Bullying and School-Based Bullying Interventions
Introductionp. 159
Previous Research on School Factors Related to Bullyingp. 161
School Contextp. 161
School Climatep. 162
Communal School Organization and Bullyingp. 164
School-Based Interventions to Prevent Bullyingp. 169
Conclusionp. 171
Referencesp. 174
Bullying During Middle School Years
Introductionp. 177
Bullying as a Deliberate From of Aggressionp. 178
A Social Dominance View of Bullying and Victimization in Early Adolescencep. 179
Bullying as Social Dominancep. 180
Sex Differences in Bullying and Aggression and the Emergence of Heterosexual Relationshipsp. 182
Sexual Dimorphism in Size and Physical Activityp. 183
Heterosexual Relationshipsp. 185
Bullying and the Role of Changing Schools During Early Adolescencep. 187
Specific Aspects of Middle School Associated with Bullyingp. 189
Comparing Methods for Collecting Bullying and Victimization Data in Schoolsp. 192
Ratings of Aggression Completed By Teachers and Research Associatesp. 194
Direct and Diary Observations of Bullying/Aggression and Victimizationp. 195
Instrument Utility in Identifying Bullies and Victimized Studentsp. 197
Conclusionp. 198
Referencesp. 199
Evaluating Curriculum-Based Intervention Programs: An Examination of Preschool, Primary, and Elementary School Intervention Programs
Introductionp. 203
Backgroundp. 204
Curriculum-Based Intervention Programsp. 205
Bullying Prevention Programp. 205
Bullyproofp. 207
Bully Proofing Your Schoolp. 209
Flemish Antibullying Intervention Programp. 211
Lions-Questp. 213
Promoting Alternative Thinking Strategies (PATHS)p. 214
Quit It!p. 216
Second Stepp. 217
Seville Antibullying in School (SAVE) Projectp. 218
Teaching Students to Be Peacemakersp. 218
Summaryp. 220
Referencesp. 225
Research Based Interventions on Bullying
Introductionp. 229
Defining the Problemp. 230
The Many Faces of Bullyingp. 231
Myths and Facts About Bulliesp. 232
Myths and Facts About Victimsp. 233
Bullying: More than Bully and Victim Involvementp. 234
What Can Be Done About Bullying and Its Negative Effects?p. 235
School-Wide Bullying Programp. 236
Targeted Intervention Programs for Aggressive Youthp. 242
Comparison of the Two Approachesp. 248
General Recommendations for School-Based Interventionsp. 249
Theory-Guided Interventionsp. 249
Backfiring of Interventionsp. 249
Needed "Boosters"p. 250
Developmentally and Culturally Sensitive Interventionsp. 250
Interventions: Sensitive to School Transitionsp. 251
About Cost-Effectivenessp. 251
Referencesp. 252
Subject Indexp. 257
Table of Contents provided by Rittenhouse. All Rights Reserved.

ISBN: 9780126179552
ISBN-10: 0126179557
Series: Educational Psychology
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 261
Published: 1st April 2004
Publisher: Elsevier Science Publishing Co Inc
Country of Publication: US
Dimensions (cm): 22.9 x 15.2  x 1.75
Weight (kg): 0.52