By Faye Mishna
With the elevated acceptance of the devastating results of bullying, there's now a massive volume of knowledge to be had on its incidence, linked elements, and the evaluate facts on popular school-wide anti-bullying schooling, prevention, and intervention courses. but a number of complicated matters span person and societal variables---including person features and vulnerability, peer and relatives relationships and dynamics, lecture room and faculty milieus, and stigma and discrimination---making the duty of figuring out, assessing, and responding to bullying at the floor complex for researchers and approximately most unlikely for school-based practitioners.
Untangling the various thorny matters round what factors and constitutes bullying, together with find out how to imagine another way approximately overlapping phenomena resembling racism, sexism, homophobia, or sexual harassment, Faye Mishna provides an exhaustive physique of empirical and theoretical literature in this sort of method as to be obtainable to either scholars and practitioners. Chapters will equip readers to imagine severely approximately contexts, relationships, and threat and protecting components which are targeted to person scholars and colleges, and to successfully investigate and layout multi-level interventions for a number of competitive behaviors. Paying specific realization to rising kinds of victimization, akin to cyber bullying, and to weak teams, similar to LGBTQ early life and scholars with disabilities, Mishna distills the foremost parts of profitable interventions with either sufferers and aggressors and contains case examples and perform rules throughout.
The result's an built-in, nuanced synthesis of present and state-of-the-art scholarship that would attract scholars, practitioners, and researchers in social paintings, schooling, and psychology.
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Extra resources for Bullying: A Guide to Research, Intervention, and Prevention
D. Cairns (1995) emphasize that it is essential not to exclude “the feedback that exists between behavior and biology, between individuals and peers, and between parents and their offspring. The work underscores that the concept of development should be extended to include developmental changes across generations” (p. 19). The developmental level of the children who bully and who are victimized must be taken into account in understanding and addressing bullying and in planning interventions that target particular contexts at each level within the system.
Examining the overlapping links between bullying and harassment raises such issues as whether to use the bullying (nonlegal) or the harassment (legal) definition, a choice that has significant implications (Green, 2006). THE RIGHTS OF CHILDREN Children are entitled to basic human rights. Children’s rights are economic, social, and cultural, as well as civil and political. Children have a right to participate, and to express their perceptions and aspirations. Children are entitled to the protection of society from exploitation and abuse.
Coercion theory, developed by Patterson and based on principles of social learning and operant conditioning, aids understanding of family dynamics and interactions that may result in bullying behavior: Coercion theory is a “model of the behavioural contingencies that explain how parents and children mutually ‘train’ each other to behave in ways that increase the probability that children will develop aggressive behaviour problems and that parents’ control over these aversive behaviours will decrease.