Four decades of research on school bullying: An introduction.

Abstract

This article provides an introductory overview of findings from the past 40 years of research on bullying among school-aged children and youth. Research on definitional and assessment issues in studying bullying and victimization is reviewed, and data on prevalence rates, stability, and forms of bullying behavior are summarized, setting the stage for the 5 articles that comprise this American Psychologist special issue on bullying and victimization. These articles address bullying, victimization, psychological sequela and consequences, ethical, legal, and theoretical issues facing educators, researchers, and practitioners, and effective prevention and intervention efforts. The goal of this special issue is to provide psychologists with a comprehensive review that documents our current understanding of the complexity of bullying among school-aged youth and directions for future research and intervention efforts.

Sexual orientation trends and disparities in school bullying and violence-related experiences, 1999–2013.

“…The 1999 Columbine school massacre, in particular, raised widespread public concern about school violence and led to increased school security measures, such as metal detectors and security/surveillance cameras, in many jurisdictions across the country (Centers for Disease Control and Prevention, 2015). Research on school bullying has burgeoned (see Hymel & Swearer, 2015, for a review) and programmatic efforts to address this issue have increased. For example, since 1999, anti-bullying legislation has been passed by 49 of 50 states (Cornell & Limber, 2015;Stuart-Cassel, Bell, & Springer, 2011), and the percentage of schools reporting bullying prevention programs have increased (Centers for Disease Control and Prevention, 2015).…”

“…Bullying can take multiple forms, from physical assault to name-calling and verbal threats to social exclusion or deliberate humiliation. Intentionality, repetition, and imbalance of power are key elements (Hymel & Swearer, 2015).…”

Bullying/Cyberbullying en quinto y sexto curso de primaria: diferencias entre centros públicos y privados

“…Recent reviews of the epidemiological studies report rates between 10 and 33% of victims and between 5 and 13% of aggressors in the case of face-to-face bullying (Hymel & Swearer, 2015); and rates between 3.2 and 33% of cybervictims and between 1 and 29.7% of cyberaggressors in the case of cyberbullying (Garaigordobil, 2015). This variability, so large in numbers, is due to cultural and linguistic differences, the study of different types of aggression, and the use of different assessment instruments and data analysis tools, a barrier that the research of these two phenomena should overcome (Postigo et al, 2013).…”

Effect of the Tolerance Tendency Enhancement Program to 5th Grade Students Tolerance and Bullying Level

“…Alanyazında yer alan zorbalığı önlemeye yönelik programların doğrudan zorbalık davranışına yönelik olduğu görülmektedir (Karataş, 2011;Kutlu, 2005;Türktan, 2013). Ayrıca zorbalığı önlemeye yönelik çalışmaların kalıcı olmasında; okul, aile, veli ve öğrencilerin işbirliği yapması; önleme çalışmalarının süreklilik göstermesi; kurum kültürü olarak önleyici çalışmaların benimsenmesinin gerekliliği araştırmacılar tarafından vurgulanmaktadır (Austin ve Sciarra, 2012Bradshaw vd., 2014Gökler, 2009;Hymel ve Swearer, 2015). Bu araştırma 10 oturum olarak deney grubundaki öğrencilerle yürütülmüş ve deneysel uygulama sonrası zorbalığı önlemeye yönelik herhangi bir çalışma yapılmamıştır.…”