In this study, bullying was examined as a continuum of mild-to-extreme behaviors, and the potential correlates of bullying others were delineated. To improve identification and targeting of those youth at risk for bullying, demographic, behavioral, and psychosocial correlates were tested on a continuous measure of bullying behavior rated according to the number and frequency of behaviors. Among 558 middle school students surveyed in 1995, only 20% reported no bullying behavior. In multiple regression analysis, misconduct, anger, beliefs supportive of violence, confidence in using nonviolent strategies, and intentions to use nonviolent strategies were associated with levels of bullying behavior. Although boys reported more bullying behavior than did girls, gender was not a significant predictor in the multiple regression analysis. These study results were inconsistent with the perspective that early adolescents were either bullies or nonbullies and indicated the need for a comprehensive approach to preventing bullying behavior.Themes in classic literature and memories of students throughout the decades attest to the common presence of intimidation, threat, abuse, and bullying of students by other peers. A single student who bullies can have far-reaching effects in the school and create a climate of fear and intimidation not only in his or her victims but in fellow students as well. Students who bully, their victims, and bystanders are all affected. When asked for the number one reason for not returning to school, 10% of high school dropouts reported fear of being harassed or attacked (Greenbaum, Turner, & Stephens, 1988). Similarly, more than one-third of middle school students felt unsafe at school

Familial and adult influences, peer relations, and distal contextual factors were tested as correlates of a continuous measure of bullying behavior within a sample of 558 middle school students. Only 19.5% of the sample reported exhibiting no bullying behavior in the past 30 days. Parental physical discipline, time spent without adult supervision, negative peer influences, and neighborhood safety concerns were each positively associated with bullying behavior. In contrast, positive adult role models were associated with less bullying behavior. Results suggest that counselors should focus prevention and intervention efforts on the risk factors within the larger social context of an adolescent's life.Electronic Journal: To print this article select pages 78-85. TOC

Stability and change of bullying over a four-month interval was examined in 516 middle school students (grades 6-8). The stability coefficient was .65 for the entire sample. There was a significant increase in bullying behavior from Time 1 to Time 2 for 6th grade students; no significant change in bullying was found among 7th or 8th graders. For 6th graders, a greater confidence in using non-violent strategies was associated with less bullying at Time 2, while beliefs supportive of violence and misconduct, less positive adult influences, and more negative peer influences were associated with greater likelihood of bullying at Time 2. Higher levels of impulsivity, anger, and depression were also associated with greater levels of bullying over time. Several explanations for the increase in bullying behaviors among 6th graders are discussed and linked to intervention efforts.

a y l o r , MS William W o l b e r g , MD James S t e w a r t , MS Richard V. S m a l l e y , MD Kris B o s w o r t h , PhDABSTRACT. A computer-based support system was developed t o help women cope with the crisis of breast cancer. The system, called JOURNAL OF PSYCHOSOCIAL ONCOLOGYcontains integrated information, referral, decision, and social support programs. It was developed with intensive input from potential users through needs-assessment surveys and field testing. This article reports on the results of two pilot studies involving 30 women with breast cancer. The preliminary versions of CHESS were used extensively by older and younger women and by college and high school graduates. Participants in the pilot studies suggested several content enhancements and user-friendly aids for the developing system. User surveys indicated that CHESS was easy to use and would be valuable to other women with breast cancer, their partners, and their adult children. The women reported that they experienced more positive emotions and fewer negative emotions as a result of using the system.

The findings raise provocative questions about school safety and provide insight into elements that lead to perceptions of safety. Some schools have transcended issues of location and neighborhood to provide an environment perceived as safe. Further study of those schools could provide insights for policy makers, program planners, and educational leaders.