Handbook of Bullying in Schools An International Perspective

The Handbook of Bullying in Schools provides a comprehensive review and analysis of what is known about the worldwide bullying phenomena. It is the first volume to systematically review and integrate what is known about how cultural and regional issues affect bullying behaviour and its prevention. Key features include the following: Comprehensive –forty-one chapters bring together conceptual, methodological, and preventive findings from this loosely coupled field of study, thereby providing a long-needed centerpiece around which the field can continue to grow in an organized and interdisciplinary manner. International Focus – approximatelyforty-percent of the chapters deal with bullying assessment, prevention, and intervention efforts outside the USA. Chapter Structure – to provide continuity, chapter authors follow a common chapter structure: overview, conceptual foundations, specific issues or programs, and a review of current research and future research needs. Implications for Practice –a critical component of each chapter is a summary table outlining practical applications of the foregoing research. Expertise – the editors and contributors include leading researchers, teachers, and authors in the bullying field, most of whom are deeply connected to organizations studying bullying around the world.

Jimerson, Swearer, Espelage, International Scholarship Advances Science and Practice Addressing Bullying in Schools. PartI: Foundations for Understanding Bullying. Olweus, Understanding and Researching Bullying: Some Critical Issues.Murray-Harvey,Slee,Taki, Comparative and Cross-cultural Research on School Bullying.Orpinas,Horne, Creating a Positive School Climate and Developing Social Competence.Espelage, Swearer, A Social-Ecological Model for Bullying Prevention and Intervention: Understanding the Impact of Adults in the Social Ecology of Youngsters.Twemlow,Fongay,Sacco, The Etiological Cast to the Role of the Bystander in the Social Architecture of Bullying and Violence in Schools and Communities. Alsaker,Gutzwiller-Helfenfinger, Social Behavior and Peer Relationships of Victims, Bully-victims, and Bullies in Kindergarten.Hymel,Schonert-Reichl,Bonanno, Vaillancourt,Henderson, Bullying and Morality: Understanding How Good Kids Can Behave Badly.Garandeau, Wilson, Rodkin, The Popularity of Elementary School Bullies in Gender and Racial Context. Smith, Bullying in Primary and Secondary Schools: Psychological and Organizational Comparisons. Taki, Relations Among Bullying, Stresses, and Stressors: A Longitudinal and Comparative Survey Among Countries. Buhs,Ladd,Herald-Brown, Victimization and Exclusion: Links to Peer Rejection, Classroom Engagement, and Achievement. Felix, Green, Popular Girls and Brawny Boys: The Role of Gender in Bullying and Victimization Experiences. Nickerson, Mele, Osborne-Oliver, Parent-child Relationships and Bullying. Pellegrini,Long,Solberg, Roseth, Pupuis, Bohn,Hickey, Bullying and Social Status During School Transitions. Vaillancourt,McDougall,Hymel,Sunderani, Respect or Fear? The Relationship Between Power and Bullying Behavior.Scherr, Larson, Bullying Dynamics Associated with Race, Ethnicity, and Immigration Status.D'Escury, Dudink, Bullying Beyond School: Examining the Role of Sports. Smith,Slonje, Cyberbullying: The Nature and Extent of a New Kind of Bullying, In and Out of School. PartII: Assessment and Measurement of Bullying. Cornell, Bandyopadhyay, The Assessment of Bullying.Bovaird, Scales and Surveys: Some Problems with Measuring Bullying Behavior. Vaillancourt,Clinton, McDougall, Schmidt, Hymel, The Neurobiology of Peer Victimization and Rejection. Swearer, Siebecker, Johnses-Frerichs, Wang, Assessment of Bullying/Victimization: The Problem of Comparability Across Studies and Across Methodologies. Furlong, Sharkey,Felix,Tanigawa,Freen, Bullying Assessment: A Call for Increased Precision of Self-Reporting Procedures.Cook,Williams,Guerra,Kim, Variability in the Prevalence of Bullying and Victimization: A Cross-National and Methodological Analysis. PartIII: Research-based Prevention and Intervention. Twemlow,Vernberg,Fongay, Biggs,Nelson,Nelson,Sacco, A School Climate Intervention that Reduces Bullying by a Focus on the Bystander Audience Rather than the Bully and Victim.Olweus,Limber, The Olweus Bullying Prevention Program. Frey,Edstrom,Hirschstein, School Bullying: A Crisis or an Opportunity? Hazler,Carney, Cultural Variations in Characteristics of Effective Bullying Programs.Porter,Plog,Jens,Garrity,Sager, Bully-Proofing Your Elementary School: Creating a Caring Community. Salmivalli, Karna, Poskiparta, From Peer Putdowns to Peer Support. Rigby,Bauman, How School Personnel Tackle Cases of Bullying: A Critical Examination. Pepler,Craig,O'Connell, Peer Processes in Bullying:Informing Prevention and Intervention Strategies. Slee, The PEACE Pack: A Program for Reducing Bullying in Our Schools. Robles-Pina,Norman,Campbell-Bishop, McKay School Safety Program (MSSP): A Bilingual Bicultural Approach.Horne, Swearer, Givens, Meints, Bully Busters: Reducing Bullying by Changing Teacher and StudentBehavior. Downs, Prevention of Bullying at a Systemic Level in Schools. Crothers,Kolbert, Teachers' Management of Student Bullying in the Classroom.Rigby, School Bullying and the Case for the Method of Shared Concern. Plog,Epstein,Jens,Porter, Sustainability of Bullying Intervention and Prevention Programs.Jimerson, Huai, International Perspectives on Bullying Prevention and Intervention.

Shane Jimerson is a Professor at the University of California, Santa Barbara. Susan Swearer is an Associate Professor at the University of Nebraska, Lincoln. Dorothy Espelage is a Professor at the University of Illinois.