By Shane R. Jimerson, Visit Amazon's Susan M. Swearer Page, search results, Learn about Author Central, Susan M. Swearer, , Dorothy L. Espelage
The Handbook of Bullying in Schools presents a complete assessment and research of what's recognized concerning the around the world bullying phenomena. it's the first quantity to systematically assessment and combine what's identified approximately how cultural and local concerns have an effect on bullying behaviour and its prevention.
Key good points contain the following:
- Comprehensive – forty-one chapters compile conceptual, methodological, and preventive findings from this loosely coupled box of research, thereby supplying a long-needed centerpiece round which the sector can keep growing in an prepared and interdisciplinary manner.
- International concentration – approximately forty-percent of the chapters care for bullying review, prevention, and intervention efforts outdoor the USA.
- Chapter constitution – to supply continuity, bankruptcy authors stick with a standard bankruptcy constitution: evaluation, conceptual foundations, particular concerns or courses, and a assessment of present study and destiny examine wishes.
- Implications for perform – a severe component to every one bankruptcy is a precis desk outlining useful purposes of the foregoing examine.
- Expertise – the editors and individuals comprise prime researchers, academics, and authors within the bullying box, such a lot of whom are deeply hooked up to enterprises learning bullying round the world.
Read or Download Handbook of Bullying in Schools: An International Perspective PDF
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Additional info for Handbook of Bullying in Schools: An International Perspective
In M. ), Crime and justice: A review of research (Vol. 17, pp. 348–458). Chicago: University of Chicago Press. Farrington, D. P. (2001). What has been learned from self-reports about criminal careers and the causes of offending? pdf Galen, B. , & Underwood, M. K. (1997). A developmental investigation of social aggression among children. Developmental Psychology, 33, 589–600. Guilford, J. P. (1954). Psychometric methods. New York: MaGraw-Hill. Hawker, D. , & Boulton, M. J. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies.
At the same time, although we do not find a reversal of the gender pattern for any of the variables studied, the difference is clearly less marked for indirect/relational forms of bullying/aggression than for more direct forms. This is partly in line with the fi ndings from Björkqvist et al. (1992) and Crick et al. (1999). (in our empirical analyses, all nine different forms of bullying Understanding and Researching Bullying • 29 measured in the OBQ correlate substantially with the global variable).
Before presenting my own results on this issue, I want to take a critical look at the early research which lead up to the suggestion that the common conclusion about gender differences in aggression might have to be revised. , 1992, p. 119) in which the students rated all of their classmates of the same gender on a four-point scale (from 0 = “not at all” to 3 = “very much”) on several variables with an aggressive content. These variables included items of physical aggression (“hits,” “kicks”), direct verbal aggression (“yells,” “calls the other names”), and indirect aggression (“tells bad or false stories,” “says to others: let’s not be with him/her”).