TITLE

Bullies and Victims in the Peer Ecology: Four Questions for Psychological and School Professionals

AUTHOR(S)
Rodkin, Philip C.; Hodges, Ernest V. E.
PUB. DATE
September 2003
SOURCE
School Psychology Review;2003, Vol. 32 Issue 3, p384
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The purpose of this article is to synthesize recent work on aggression and victimization in educational settings from an ecological perspective. Four questions directed towards school psychologists and bullying researchers guide this review: (a) How do bullies fit into their peer ecologies? (b) How do victims fit into their peer ecologies? (c) How can teachers impact bullying and victimization? (d) How can parents impact bullying and victimization? Our goal is to encourage school service professionals, prevention and intervention researchers, developers of antibullying curricula, and child development researchers to consider the implications of these questions as part of their effort to confront victimization and understand its contextual roots.
ACCESSION #
11213478

 

Related Articles

  • Studying Change in Dominance and Bullying with Linear Mixed Models. Long, Jeffrey D.; Pellegrini, Anthony D. // School Psychology Review;2003, Vol. 32 Issue 3, p401 

    It is argued that studies of early adolescent peer victimization and bullying should be longitudinal because of the dynamism of this developmental period. Traditional methods for analyzing longitudinal data are inadequate because of the strict data requirements and inflexibility of models. A...

  • Reaching an American Consensus: Reactions to the Special Issue on School Bullying. Furlong, Michael J.; Morrison, Gale M.; Greif, Jennifer L. // School Psychology Review;2003, Vol. 32 Issue 3, p456 

    Highlights of this special issue on bullying are presented. The compendium of research reviewed and data presented set the stage for future research to attend to issues of definition, measurement, longitudinal methodology, prevention/intervention, policy, and recognition of important contexts...

  • School Bullying: Changing the Problem by Changing the School. Orpinas, Pamela; Horne, Arthur M.; Staniszewski, Deborah // School Psychology Review;2003, Vol. 32 Issue 3, p431 

    This article describes the development and evaluation of a bullying prevention program in one large, public elementary school. The program, which was developed based on a collaborative model between school personnel and university consultants, included modification of the school environment,...

  • State Laws and Policies to Address Bullying in Schools. Limber, Susan P.; Small, Mark A. // School Psychology Review;2003, Vol. 32 Issue 3, p445 

    This article focuses on the recent flurry of legislation in states to address bullying among school children. The primary purpose is to describe, compare, and contrast current state laws about bullying. Specifically, a description is provided of legislators' definitions of bullying and...

  • A Construct Validity Study of Bullying. Beran, Tanya N. // Alberta Journal of Educational Research;Winter2006, Vol. 52 Issue 4, p241 

    The construct validity of the Bully/Victim Questionnaire (Olweus, 1996a) as a measure of bullying was examined. Although researchers have defined bullying and reactive aggression as two distinct types of aggression, this study examined how closely related they are using empirical data. Reports...

  • Modeling the Bullying Prevention Program Preferences of Educators: A Discrete Choice Conjoint Experiment. Cunningham, Charles E.; Vaillancourt, Tracy; Rimas, Heather; Deal, Ken; Cunningham, Lesley; Short, Kathy; Chen, Yvonne // Journal of Abnormal Child Psychology;Oct2009, Vol. 37 Issue 7, p929 

    We used discrete choice conjoint analysis to model the bullying prevention program preferences of educators. Using themes from computerized decision support lab focus groups ( n = 45 educators), we composed 20 three-level bullying prevention program design attributes. Each of 1,176 educators...

  • Research on School Bullying and Victimization: What Have We Learned and Where Do We Go from Here? Espelage, Dorothy L.; Swearer, Susan M. // School Psychology Review;2003, Vol. 32 Issue 3, p365 

    This special issue on bullying and victimization in School Psychology Review highlights current research efforts in American schools on bullying and peer victimization, and how this research can inform prevention and intervention planning. This introductory article provides a brief overview of...

  • Bullying -- Like Father Like Son? The contentious findings of a year long study. Henry, Sally // Education Journal;May2004, Issue 77, p23 

    Discusses the results of several studies on school bullying in Great Britain. Dichotomous traits of victims and bullies; Role of self-image in bullying behavior; Tendency of disrupted marriage to generate problems that facilitate child abuse.

  • Prevent bullying to create a safe learning environment.  // American Teacher;Nov2008, Vol. 93 Issue 3, p4 

    The article discusses various issues concerning bullying in schools. The three types of people who are usually involved in bullying are children and young people who engage in abusive behavior, victims of bullying and bystanders. The characteristics that define bullies include dominance,...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics