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Daniel Abel is surprised when, instead of being punished for \"pantsing\" another eighth-grader, he is invited to become an ambassador of Mountview High at the school's upcoming open house. What he doesn't realize is that he is part of a social experiment on bullying being conducted by the local university. He is a little nervous to learn he will be working with Jeff Kover, a tenth-grader with a reputation for being the biggest bully in the school. Daniel has never thought of himself as a bully. He just likes kidding around. But hanging out with Jeff will change Daniel's perspective on bullying and force him to examine his own behavior.

校園霸凌對學生身心傷害至鉅，是學校長期面臨的棘手問題。本研究引用日常活動論，對桃竹地區2,171位高中職普通生探討校園霸凌情形，探究普通生霸凌行為的路徑，並驗證霸凌經驗、受凌經驗對霸凌行為的影響。所得結果如下：首先，根據桃竹地區高中職普通生的霸凌行為調查，得到自陳霸凌者8.6%與國內校園霸凌相關調查結果相似。經迴歸分析後發現，普通生的霸凌行為主要受性別、族群、父親教育的影響，只是背景對霸凌行為的解釋力不高；但加入中介變項如學校、身心因素及霸凌經驗、受凌經驗後，整體模型對霸凌行為的解釋力便大幅提升。其次，影響霸凌行為的路徑可分為二：一是男生霸凌較女生高，男生對霸凌有直接正向影響外，還會間接透過同學欺負較高、自信較高對霸凌有正影響。二為漢人學生霸凌較原住民學生低，漢人學生對霸凌有直接負向影響外，還會間接透過中介變項對霸凌行為產生影響；在間接影響上，漢人學生知覺學校因應較低，霸凌會較高，不過，漢人學生的自信較低，霸凌也較低，因此整體而言漢人學生的霸凌行為仍較低。本研究證實普通生的霸凌經驗會提高霸凌他人的行為，受凌經驗也會增加霸凌他人的行為。最後，根據研究結果提出校園霸凌防制的具體建議。 Motivation and Purpose School bullying has adverse effects on students’ physical health and is closely related to criminal behavior in adulthood, which may pose a threat to society. Although bullying behavior peaks in elementary, secondary, and high school, studies focusing on bullying among ordinary students in senior high schools and vocational high schools are limited. Therefore, the present study investigated the prevalence of bullying among ordinary students in senior high schools and vocational high schools and the factors that contribute to their bullying behavior. The study elucidated the landscape of bullying among students in senior high schools and vocational high schools and the pathways leading to bullying behavior in these students. Specifically, the study explored whether experiences of bullying and being bullied increase the likelihood of subsequent bullying behavior. The research deviated from the convention of using qualitative interviews or a consultation-based approach in Taiwanese studies on the topic by employing a quantitative methodology. Moreover, this study investigated the impacts of bullying experiences and victimization experiences on bullying behaviors. The study applied routine activity theory (RAT) to analyze data collected from 2,171 students from senior high schools and vocational high schools to elucidate the pathways and effects associated with bullying behaviors. Literature Review The research findings revealed that demographic variables, such as gender, ethnicity, grade level, family socioeconomic status, and school features, as well as personal experiences of bullying and being bullied had an impact on bullying behavior. Additionally, three factors that contribute to bullying behavior were identified: family-related factors, including parenting style, family atmosphere, and family support; school-related factors, such as classroom atmosphere, teacher-student interactions, peer interactions, school responses to bullying, and academic performance; and physical and psychological factors, such as sports participation, self-identity, and empathy. These family-related factors, school-related factors, and physical and psychological factors were used as mediating variables in an analysis of the pathways leading to bullying among ordinary students. Methodology The mediating variables were measured using a questionnaire that was primarily developed with reference to the scales or studies of other scholars, with the items from several scales being modified and compiled. Before the official questionnaire was administered, a pilot test analysis involving 808 students from high schools and vocational high schools from areas outside the Taoyuan and Hsinchu counties was conducted. Inappropriate items were removed or modified on the basis of the pilot test results to ensure the reliability and validity of the questionnaire. Subsequently, a formal questionnaire survey was conducted with regular high school and vocational high school students in the Taoyuan and Hsinchu counties, with an effective sample size of 2,171 participants. This study aimed to elucidate the prevalence of campus bullying. Percentage and mean analyses and F tests were conducted on the background variables and bullying behaviors. Multiple regression analysis was performed on bullying behaviors to explore the influencing pathways. Additionally, the impact of experiences of bullying and being bullied on bullying behavior was examined. Final Results The study revealed three key findings. First, the regression analysis indicated that the explanatory power of the general students’ bullying behavior with respect to background was not high. However, when mediating variables such as school, physical and psychological factors, and experiences of bullying and being bullied were introduced, the explanatory power of the overall model for bullying behavior was considerably higher. Second, the study identified pathways through which independent variables influenced the dependent variable through mediating variables. For instance, male students exhibited a higher level of bullying than female students did, and the positive impact of gender on bullying among male students was both direct and indirect. The indirect effect was mediated by a higher number of experiences of bullying from classmates and stronger self-identity, with both of these factors contributing positively to bullying behaviors. In addition, the Han Chinese students exhibited lower levels of bullying than the Indigenous students did. The direct negative impact of being Han Chinese on bullying was also indirectly mediated by intermediate variables influencing bullying behavior; the Han Chinese students perceived lower levels of school responsiveness to bullying incidents, leading to higher levels of bullying. However, the Han Chinese students had lower self-identity, which led them to exhibit less bullying behavior than the Indigenous students did. Third, the study confirmed that experiences of bullying or being bullied among regular students increased the likelihood of engaging in bullying behavior. Discussion and Recommendations This study revealed that bullying by peers has a positive effect on subsequent bullying behavior, and a school’s response to bullying has a negative effect on bullying. According to RAT, experiencing more bullying from classmates leads individuals to develop an inclination to engage in bullying in their daily lives. This aligns with the general characteristics of aggressors of possessing both the ability and motivation to bully. In addition, the results revealed that students perceiving their school to effectively respond to bullying indicates inefficient monitoring by the school to curb bullying, that is, indicates a lack of supervision to prevent such incidents. The interplay of these two factors creates an environment that enables aggressors to exploit others. Characteristics such as vulnerability, unattractiveness, unpopularity, past experiences of rejection by peers, and a lack of friends make an individual susceptible to bullying. On the basis of these findings and drawing from the RAT framework, we offer two key recommendations for preventing bullying. First, schools can reduce bullying by implementing long-term, continual, antibullying advocacy activities in the school; strengthening campus safety monitoring systems; and developing comprehensive bullying prevention training programs. Second, opportunities for bullies to engage in such behavior can be reduced through interventions and counseling by experts and teachers, which can reduce the likelihood of bullying incidents. Additionally, victims can participate in social skills training programs organized by teachers.

(1) Background: Adolescents may be involved in cyberbullying as victims, perpetrators, or to a lesser extent, victim–perpetrators simultaneously. The present research investigated differences between participants acting in different bullying roles—namely, bully, victim, or bully/victim—and bystander roles—namely, defending, passive bystander, and passive/defending; (2) Methods: We used multivariate analysis of covariance to determine how, in the same individuals, direct involvement in cyberbullying episodes compares to participating in them as by-standers in relation to both psychological distress and empathy; (3) Results: Both victims and bully/victims were found to be at increased risk for suicidal ideation, internalizing and externalizing symptoms, and emotional dysregulation compared with students who were neither victims nor perpetrators of cyberbullying episodes. Additionally, victims showed higher empathy scores when compared with bullies and bully/victims. All bystander roles showed increased emotional dysregulation compared with uninvolved students, but no differences emerged on other psychological distress measures. Finally, defending bystanders showed increased cognitive empathy. (4) Conclusions: During early adolescence, the direct experience of cyberbullying, as a bully or a victim (or both), show a stronger association with psychological distress than the mere participation in cyberbullying as a witness, regardless of the witness acting defensive toward the victim, or passive. However, both cyberbullying and bystanding roles provide a similar (small) explicative power over empathy variables.

Introduces Billy Batson, a street-wise Philadelphia teenager who can transform into the superhero Shazam.

The purpose of this study was to examine the explanatory power of a predictive model of bully/perpetrator behaviour in Romanian athletes, consisting of negative pre-competitive emotions (anxiety, sadness, and anger), perception of male gender normativity, and relationships with coaches and teammates. Additionally, we aimed to explore the mediation effect of bully–victim behaviour on the relationship between athletes’ connections with their coaches and bully/perpetrator behaviour. The current research involved a nonexperimental, cross-sectional design exploring the presence of bully/perpetrator behaviour in Romanian male and female athletes. The quantitative methodology was used to collect and analyse the data obtained. Researchers translated, adapted and pretested the questionnaire set to the Romanian cultural background (SEQ, MAMS, CART-Q, In-group Ties Scale, BSQ) before distributing it to 448 participants. 58.7% were male participants, and 41.3% were female participants. The mean age was 21.15 (SDage = 2.37, range = 18–32). The research was conducted in the first half of 2023. SPSS (V. 20) and Hayes’s PROCESS tool were used to investigate the data. The findings demonstrated that in the case of Romanian male athletes, perception of male gender normativity, anger, and weaker connections with coaches are the most important psychological factors in predicting bully/perpetrator behaviour. In contrast, in the case of Romanian female athletes, only weaker connections with coaches and perception of male gender normativity play an essential role in explaining bully/perpetrator behaviour. Additionally, the study demonstrated that bully–victim behaviour mediates the relationship between athletes’ weaker connections with their coaches and bully/perpetrator behaviour. Athletes’ weaker connections with their coaches lead to experiencing a high level of bully/perpetrator behaviour by stressing bully–victim behaviour, which also contributes to achieving a high level of bully/perpetrator behaviour.

Teaches young readers how to effectively deal with bullies and avoid giving in to peer pressure to bully others.

Background Many young adults go through bullying and are unable to speak out because of fear of humiliation and retaliation from the bully. Technological advancements have made cyberbullying one of the most dangerous forms of bullying around the globe, raising concerns on how to prevent it or help the victims. This study aims to uncover the causes, experiences and students’ perceptions on cyberbullying and devise a strategy to mitigate cyberbullying. Objectives The researchers aimed to investigate tertiary students’ perspectives, experiences and causes of cyberbullying to develop a framework to conceptualise the tertiary youth cyberbullying phenomenon. The findings will enable researchers to recommend suitable strategies to help mitigate cyberbullying among students and enable cyber-awareness on how to avoid cyberbullying. Method A quantitative method was used to conduct this study, using pragmatism as a philosophical stance and experimental design. Data collection included using an online questionnaire that was distributed to South African universities and colleges and 350 responses were collected. Results The results showed a distinct correlation between social media and bullying activities, indicating that the more students engage in social media activities, the more likely they are to fall victim to cyberbullying. This has raised concerns about the policies and safety precautions implemented in tertiary institutions and information and communication technology giants, especially regarding social media. Conclusion This study advocates forming an alliance with the technology giants to help create a sustainable and resilient cyberspace to ensure the safety of the students when working on digital platforms. Contribution This study highlights the need for a tertiary environment that supports cyberbullying victims and empowers bystanders to intervene through policy reforms in the evolving technological landscape.

\"Justine McKeen is back, and she's on a deadline. With only days left before Earth Day, Justine enlists the help of her classmates to count flower buds, frogs, spiders and ants in their natural habitat as part of an environmental science project. But there's a species right in her own classroom that she'll have to tackle first--a class bully. Savannah Blue, aka the Queen of Mean, criticizes Justine's secondhand clothes and calls being green a waste of time. Their teacher, Mrs. Howie, gives the girls a new assignment for Earth Day--they must present together to the class on why it's important to care for the environment. In the sixth book in this ... series, Justine is up against her biggest challenge yet\"--Amazon.com.

Suicide remains the second most common cause of death in young people aged 10–24 years and is a growing concern globally. The literature reports a vast number of factors that can predispose an adolescent to suicidality at an individual, relational, community, or societal level. There is limited high-level research identifying and understanding these risk and protective factors of adolescent suicidality. The present study used an umbrella review and meta-analysis to synthesize evidence from the review literature in the past 20 years on risk and protective factors of self-harm and suicidality (behavior and ideation) in adolescents. The umbrella review included 33 quantitative reviews with 1149 individual studies on suicidality and self-harm. Based on the data synthesis, it compared the public health impact of exposure on the population of the identified exposure. Bullying victimization was the most attributed environmental exposure for suicidality. The other identified significant school and individual factors were sleeping disturbance, school absenteeism, and exposure to antidepressants. Several significant vulnerable young populations were identified with significantly higher prevalence of suicidality, including lesbian, gay, bisexual, transgender, queer (or questioning) youth and those with mental health disorders, problem behaviors, previous suicidality, self-harm, and gender (female). A person-centered approach emphasizing connectedness and bully-free school environments should be a priority focus for schools, health professionals, and public health policymakers.