By Susan M. Swearer PhD, Dorothy L. Espelage PhD, Scott A. Napolitano PhD
Grounded in study and wide event in colleges, this attractive e-book describes functional how one can wrestle bullying on the university, type, and person degrees. step by step recommendations are offered for constructing university- and districtwide rules, coordinating team-based prevention efforts, and imposing certain interventions with scholars in danger. precise issues contain easy methods to contain academics, mom and dad, and friends in making faculties more secure; how you can handle the basis motives of bullying and victimization; the transforming into challenge of on-line or cyberbullying; and ways to comparing intervention effectiveness. In a large-size structure with handy lay-flat binding, the ebook positive aspects invaluable reproducibles, concrete examples, and questions for mirrored image and dialogue. (20100105)
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Extra resources for Bullying Prevention and Intervention: Realistic Strategies for Schools (The Guilford Practical Intervention in Schools Series)
The parents also believed that the teacher simply didn’t like Joe. In the end, Joe and another child discussed how they could get revenge on the teacher by bringing a gun to school and shooting her. Joe was permanently banned from the after-school program. The other boy was allowed to return after a 3-day suspension. The Parents’ Thoughts and Experiences Joe tells his stepmother that the kids use expletives when calling him a fat, stupid freak. Some days he comes home from school stressed out, angry, and depressed.
Boys in particular tend to view being bullied as a sign of their own weakness and seem to feel more shame. Additionally, they are often taught not to “tattle” and to handle situations on their own. They may keep their worries and stresses to themselves, which often results in a negative impact on their daily functioning. It is hard to perform up to your potential when you are worried, stressed, and upset. Andrew talked about not being able to concentrate on his schoolwork because he was so focused on the fact that he was being bullied by his classmates.
A third theory that is particularly relevant to understanding how peers influence and maintain bullying perpetration in our schools is attraction theory. , compliance, obedience) as they attempt to establish independence from their own parents (Bukowski, Sippola, & Newcomb, 2000; Moffitt, 1993). These authors argue that young adolescents manage the transition from primary to secondary schools through their attractions to peers who are aggressive. In a study of 217 boys and girls during this transition, Bukowski and colleagues found that girls’ and boys’ attraction to aggressive peers increased on entry to middle school.