By Faye Mishna
With the elevated attractiveness of the devastating results of bullying, there's now a massive volume of knowledge to be had on its occurrence, linked elements, and the review information on popular school-wide anti-bullying schooling, prevention, and intervention courses. but various advanced matters span person and societal variables---including person features and vulnerability, peer and kin relationships and dynamics, lecture room and faculty milieus, and stigma and discrimination---making the duty of knowing, assessing, and responding to bullying at the floor complex for researchers and approximately very unlikely for school-based practitioners.
Untangling a few of the thorny concerns round what factors and constitutes bullying, together with how you can imagine in a different way approximately overlapping phenomena reminiscent of racism, sexism, homophobia, or sexual harassment, Faye Mishna offers an exhaustive physique of empirical and theoretical literature in any such approach as to be available to either scholars and practitioners. Chapters will equip readers to imagine severely approximately contexts, relationships, and hazard and protecting elements which are designated to person scholars and colleges, and to successfully determine and layout multi-level interventions for numerous competitive behaviors. Paying specific recognition to rising kinds of victimization, equivalent to cyber bullying, and to weak teams, reminiscent of LGBTQ early life and scholars with disabilities, Mishna distills the most important components of winning interventions with either sufferers and aggressors and contains case examples and perform ideas throughout.
The result's an built-in, nuanced synthesis of present and state of the art scholarship that might 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
Myriad theories and models, addressing individual (biological, psychological), social, familial, community, and cultural and societal levels including the advent of the cyber world ( Johnson, 2010), can each be situated within an ecological systems framework to assess, understand, and intervene in bullying at selected levels. These theories need not be complementary and may even be contradictory. Within an ecological systems framework, bullying dynamics are seen to extend beyond the children who bully or who are bullied.
According to the social skills deficit model, aggressive children are thought to have difficulties with some aspect of social information processing “at one or more of the following points in a five-stage process of assessing and responding to social situations: social perception, interpretation of social cues perceived, goal selection, response strategy generation and response decisions” (Sutton, Smith, & Swettenham, 1999a, p. 118). 5 According to the competing perspective, children who bully may possess adaptive skills and abilities,6 and it is thus important not to assume that children who are highly aggressive or who bully have specific deficits.
Protective factors derived from resiliency theory and the adolescent victimization literature include social connectedness (Pontecorvo & Fasulo, 1997), parental monitoring (Baldry & Farrington, 2005; Slovak & Singer, 2001), and neighborhood cohesion (Christiansen & Evan, 2005; Sampson & Lauritsen, 1994). 7 Several models of resiliency have been proposed. The challenge model suggests that some degree of exposure to risk may decrease a youth’s vulnerability to victimization (Christiansen & Evans, 2005).