Bullying is one of the most common forms of school violence. Engagement in bullying has been shown to have adverse effects on perpetrators and victims of bullying. In this study, the impact of bullying on well-being (quality of life/life satisfaction) was explored in a sample of elementary and middle school children (N = 4,331). Results suggest that students who bully and/or are bullied experience reduced life satisfaction and support from peers and teachers compared to "bystanders" (children who are neither victims nor perpetrators of bullying). Mediational analyses demonstrate that peer and teacher support might mitigate the impact of bullying on the quality of life of victims. This study underscores the value of efforts to promote social support from peers and teachers in both universal bullying prevention programs and school climate initiatives. Furthermore, results support further investigation into the possible contributions of bystanders in supporting school-wide bullying prevention/school climate strategies. C 2009 Wiley Periodicals, Inc.Bullying is one of the most common forms of youth violence; it has been linked to a host of negative consequences for children's health and mental health. Previous research has demonstrated negative outcomes related to both engagement in bullying and the experience of being bullied; however, minimal research exists examining the impact of bullying on children's well-being (Wilkins-Shurmer, O'Callaghan, Najman, Bor, Williams, & Anderson, 2003). The primary purpose of this article is to demonstrate the impact of bullying and victimization on perceptions of wellbeing, and to demonstrate how peer and teacher social support may buffer the effect of victimization on well-being. The article begins with an overview of quality of life/life satisfaction (QOL/LS), a means of assessing well-being, and provides an overview of research connecting QOL/LS with youth violence and victimization. The next section reviews previous research connecting QOL/LS, bullying, and social support with explicit focus on social support from teachers and peers. Using data collected as part of implementation of the Olweus Bullying Prevention Program (OBPP; Olweus & Limber, 1999), we show the impact of the experience of bullying on self-reported QOL by children who are bullied, children who bully, and bystanders who witness bullying. In addition, research findings demonstrate how perceived social support from teachers and peers has differential affects the relationship between QOL and the experience of bullying.

Effective approaches for the treatment of childhood posttraumatic stress disorder and traumatic grief are needed given the prevalence of trauma and its impact on children's lives. To effectively treat posttraumatic stress disorder in children, evidence-based practices should be implemented with flexibility and responsiveness to culture, developmental level, and the specific needs of the family. This case study illustrates flexibility with fidelity in the use of a manualized treatment, describing the implementation of Trauma Focused-Cognitive Behavior Therapy with three traumatized family members-a caregiver and two children. Particular attention is paid to the use of creative strategies to tailor interventions to the individual clients while maintaining fidelity to the principles and components of this evidence-based treatment.

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