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The Bully Society
·\"A coherent, heartbreaking narrative of how bullying works.\" -The Boston Globe
·\"The author writes with clarity and compassion… offers an opportunity for us to examine, discuss, and consider the world.\" -Kirkus Reviews
·\"Resists pop-psychology profiling… a searing indcitment of the cultures of cruelty, entitlement and indifference.\" - Michael Kimmel, author ofGuyland
·\"Exceptionally readable, abundant examples, and full of salient suggestions.\" - James W. Messerschmidt, author ofHegemonic Masculinities and Camouflaged Politics
·\"Riveting and powerful… Amazing and hopeful… Poignant and timely… A must read.\" - Liz Murray, author ofBreaking Night
·\"This powerful, necessary book… Illuminates a very dark problem, and proposes solutions.\" - Andrew Solomon, author ofThe Noonday Demon
·\"A compelling case.\" -Publishers Weekly
·\"An exceedingly thorough analysis.\" -New York Journal of Books
·\"Destined to emerge as an important text.\" -CHOICE
·\"A scholarly, insightful commentary… highly recommended.\" -VOYA
\"A remarkably accessible book and… An important tool.\" -Metapsychology
eBook
I have been bullied. Now what?
You know people who have been bullied; we all do. Even President Barack Obama has childhood memories of having been a target. For whatever reason, one of the unfortunate rites of passage of childhood and adolescence is either witnessing or directly suffering from bullying. Although bullying is an all too common occurrence, finding out what remedies exist is far less known. Luckily, readers of this book will learn how to cope, what peers can do to help, and how schools, parents, and communities can begin to rein in bad behavior that has been tacitly accepted for far too long.
Book
School and peer contexts of bullying: An introduction and exploration
Bullying is a common issue in schools today, which calls for practical school and community based bullying prevention and intervention techniques. Nevertheless, only a small number of empirical studies have considered the societal and cultural contexts of this behavior, which has limited our understanding of the phenomenon. Examples of individual characteristics that influence bullying include age and gender. This volume reviews socio-demographic and ecological factors, emphasizing on the definition and prevalence of bullying in schools. The volume suggests that elements at the socio-demographic level, for example, social/psychological health issues and age, gender, including different factors like parental involvement in the child's education, emphasis on academic accomplishment, mass media, parents/guardians, peers, and educators can promote or relieve bullying among students in schools. School peers are also important during adolescence, when there is an increased desire for social acceptance and positive evaluation. Students with supportive friends often feel a higher level of belongingness to their peers, and are less inclined to participate in aggressive conduct like bullying. The authors then draw implications for school bullying and peer victimization assessment, practice, and policy.
eBook
We want you to know : kids talk about bullying
\"In more than 30 hard-hitting profiles, teens talk about bullying: as victims, perpetrators, and bystanders.\"--Amazon.com.
Book
The effect of motivational interviewing on peer bullying and cyberbullying in adolescents: A randomized controlled trial
Purpose The study was carried out to investigate the effect of motivational interviewing on peer bullying and cyberbullying among adolescents. Design A parallel‐group randomized controlled trial. Methods The study population consisted of ninth‐grade (aged 14 years) high school students (n = 200). The study was completed with 48 participants (intervention: 24; control: 24). The data were collected using the Participant Information Form, the Stages of Change Questionnaire, the Peer Bullying Scale, and the Cyberbullying Scale. The intervention group received a preparatory session and five weekly motivational interviewing sessions. Instruments were administered to both groups before the intervention, at the end of the last motivational interviewing session (post‐test), and at 3rd‐ and 6th‐month follow‐ups. The data were analyzed using chi‐square test, independent sample t‐test, and two‐way mixed‐design ANOVA with Bonferroni's test. Results In the pre‐test, no statistically significant difference was observed between the intervention and control groups regarding mean scores for peer bullying and cyberbullying (p > 0.05). Following the motivational interviewing sessions, adolescents in the intervention group had a significantly lower mean score for peer bullying and cyberbullying than the control group at the post‐test and follow‐up tests (p < 0.001). Conclusion The present study concluded that motivational interviewing effectively reduced peer bullying and cyberbullying behaviors among adolescents. Clinical Relevance Nurses would implement motivational interviewing to prevent bullying behaviors in schools.
Journal Article
Evaluation of a Whole-School Change Intervention: Findings from a Two-Year Cluster-Randomized Trial of the Restorative Practices Intervention
This study fills a gap in research on multi-level school-based approaches to promoting positive youth development and reducing bullying, in particular cyberbullying, among middle school youth. The study evaluates the Restorative Practices Intervention, a novel whole-school intervention designed to build a supportive environment through the use of 11 restorative practices (e.g., communication approaches that aim to build stronger bonds among leadership, staff, and students such as using “I” statements, encouraging students to express their feelings) that had only quasi-experimental evidence prior to this study. Studying multilevel (e.g., individual, peer group, school) approaches like the Restorative Practices Intervention is important because they are hypothesized to address a more complex interaction of risk factors than single level efforts, which are more common. Baseline and two-year post survey data was collected from 2771 students at 13 middle schools evenly split between grades 6 (48 percent) and 7 (52 percent), and primarily ages 11 (38 percent) or 12 (41 percent). Gender was evenly split (51 percent male), and 92 percent of students were white. The intervention did not yield significant changes in the treatment schools. However, student self-reported experience with restorative practices significantly predicted improved school climate and connectedness, peer attachment, and social skills, and reduced cyberbullying victimization. While more work is needed on how interventions can reliably produce restorative experiences, this study suggests that the restorative model can be useful in promoting positive behaviors and addressing bullying.
Journal Article