By Faye Mishna
With the elevated attractiveness of the devastating results of bullying, there's now an important quantity of data on hand on its incidence, linked elements, and the evaluate facts on renowned school-wide anti-bullying schooling, prevention, and intervention courses. but a number of advanced matters span person and societal variables---including person features and vulnerability, peer and kin relationships and dynamics, lecture room and college milieus, and stigma and discrimination---making the duty of realizing, assessing, and responding to bullying at the floor advanced for researchers and approximately most unlikely for school-based practitioners.
Untangling a number of the thorny matters round what motives and constitutes bullying, together with how you can imagine another way approximately overlapping phenomena akin to racism, sexism, homophobia, or sexual harassment, Faye Mishna provides an exhaustive physique of empirical and theoretical literature in the sort of means as to be obtainable to either scholars and practitioners. Chapters will equip readers to imagine seriously approximately contexts, relationships, and threat and protecting components which are precise to person scholars and colleges, and to successfully determine and layout multi-level interventions for various competitive behaviors. Paying specific realization to rising sorts of victimization, similar to cyber bullying, and to susceptible teams, reminiscent of LGBTQ early life and scholars with disabilities, Mishna distills the most important parts of winning 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 info for Bullying: A Guide to Research, Intervention, and Prevention
1 For example, whether the bullied child was viewed as a “victim” who was “deserving” of support seemed to depend partly on whether the respondent considered the child to blame. ” Another teacher who participated in the study considered a particular student “responsible” for his chronic victimization and, despite recounting examples that clearly demonstrated that the child was routinely bullied by his peers, the teacher did not regard this child as “bullied” (Mishna, 2004; Mishna, Pepler, & Wiener, 2006; Mishna, Scarcello, Pepler, & Wiener, 2005).
Hodges & Perry, 1999; Hugh-Jones & P. K. Smith, 1999); they are often characterized as having few friends (Hugh-Jones & P. K. Smith, 1999) and as being insecure (Salmivalli & Isaacs, 2005). As previously noted, many victimized children display qualities that may aggravate their peer problems, such as insecurity, sensitivity, anxiety, and withdrawal. They may display physical characteristics that leave them vulnerable, for instance weakness (Hodges & Perry, 1999; Perry, Kusel, & Perry, 1988) or poor coordination (Besag, 1989).
Individuals typically ascribe cause to either internal or external attributions. Although different theories of attribution exist, they have in common a focus on “the ‘how’ and the ‘what’ by which people process information in attempting to understand events, judge those events, and act on those events” (Manusov, & Spitzberg, 2008, p. 37). Attribution theories involve examination of factors that influence how individuals understand the cause of phenomena. [ 32 ] Bullying A substantial body of research exists on the association of aggressive behavior with hostile attributions or hostile attribution bias, which is beyond the scope of this chapter.
Bullying: A Guide to Research, Intervention, and Prevention by Faye Mishna