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Bullying, Victimization, and Peer Harassment

A Handbook of Prevention and Intervention

By Charles A Maher, Joseph Zins, Maurice Elias

Routledge – 2006 – 450 pages

Purchasing Options:

  • Add to CartPaperback: $77.95
    978-0-7890-2219-6
    December 27th 2006
  • Add to CartHardback: $135.00
    978-0-7890-2218-9
    December 29th 2006

Description

A comprehensive examination of theory, research, prevention and intervention, and professional practice issues - in one source.

Teasing, shunning, and bullying can have serious detrimental effects on both victim and perpetrator. Bullying, Victimization, and Peer Harassment: A Handbook of Prevention and Intervention comprehensively gathers emerging research, theory, and effective practice on this subject into one invaluable source. This thorough review of a wide spectrum of innovative, evidence-based practices targets the complex problems of victimization, peer harassment, and bullying in our schools. Interventions range from individuals and their peers to broad, systems-level change within schools and communities. The challenge of prevention is also explored, using the latest studies as a practical foundation. Suggestions are provided detailing effective strategies to make changes in the culture within schools while offering directions for future research and practice.

Bullying, Victimization, and Peer Harassment discusses research on current intervention programs now in place that, until now, has never been evaluated. Several of the studies address middle school issues and multi-ethnic populations, including those from the United States, Canada, and Europe. Peer sexual harassment and dating-related aggression are examined that includes and goes beyond traditional views of bullying and peer intimidation. This valuable handbook provides concise yet extensive information on the most current theory, empirical research, practice guidelines, and suggestions for preparing schools for programmatic initiatives.

Topics in Bullying, Victimization, and Peer Harassment include:

  • theory and conceptual issues in victimization, bullying, and peer harassment

  • assessment

  • results from a four-year longitudinal study on peer victimization in early adolescents

  • youth perceptions toward bullying

  • high school students’ victimization profiles

  • immigrant children and victimization

  • evaluating an adolescent violence prevention program

  • a school-based intervention program

  • peer group intervention

  • interventions for victims

  • multiple perspectives involving sexual harassment

  • school-wide approaches to prevention and intervention

  • and much more!

Bullying, Victimization, and Peer Harassment is a crucial resource for researchers and mental health professionals who work in schools and who work with children and their families, such as school psychologists, counselors, clinical child psychologists, social workers, and community psychologists.

Contents

  • About the Editors
  • Contributors
  • Acknowledgments
  • SECTION I: THEORY AND CONCEPTUAL ISSUES
  • Chapter 1. Prevention and Intervention in Peer Harassment, Victimization, and Bullying: Theory, Research, and Practice (Joseph E. Zins, Maurice J. Elias, and Charles A. Maher)
  • A Pervasive and Serious Issue for School Mental Health and Academic Achievement
  • Research Findings
  • Directions for Research and Practice
  • Lord of the Flies Revisited in Our Schools?
  • Brief Overview
  • Chapter 2. Conceptual and Methodological Issues in Assessment and Intervention with School Bullies (Árni Víkingur Sveinsson and Richard J. Morris)
  • Definitional Issues
  • Assessment Issues
  • Intervention Issues
  • Conclusions and Future Directions for Research
  • SECTION II: EMPIRICAL RESEARCH AND OTHER IMPORTANT EVIDENCE
  • Chapter 3. Dynamics of Peer Victimization in Early Adolescence: Results from a Four-Year Longitudinal Study (Jennifer J. Paul and Antonius H. N. Cillessen)
  • Stability of Victimization
  • Method
  • Results
  • Discussion
  • Chapter 4. The Association of Bullying and Victimization with Middle School Adjustment (Tonja R. Nansel, Denise L. Haynie, and Bruce G. Simons-Morton)
  • Introduction
  • Review of Relevant Literature
  • Methods
  • Results
  • Discussion
  • Chapter 5. Perceptions and Attitudes Toward Bullying in Middle School Youth: A Developmental Examination Across the Bully/Victim Continuum (Susan M. Swearer and Paulette Tam Cary)
  • Method
  • Results
  • Discussion
  • Chapter 6. A Cluster Analytic Investigation of Victimization Among High School Students: Are Profiles Differentially Associated with Psychological Symptoms and School Belonging? (Melissa K. Holt and Dorothy L. Espelage)
  • Introduction
  • Method
  • Results
  • Discussion
  • Chapter 7. Immigrant Children in Austria: Aggressive Behavior and Friendship Patterns in Multicultural School Classes (Dagmar Strohmeier and Christiane Spiel)
  • Problematic Interethnic Interactions—Peer Aggression
  • Method
  • Instruments
  • Results
  • Problematic Interethnic Interactions
  • Cooperative Forms of Interethnic Interactions
  • Discussion
  • Chapter 8. Peer Victimization in Middle School: When Self- and Peer Views Diverge (Sandra Graham, Amy Bellmore, and Jaana Juvonen)
  • Method
  • Results
  • Discussion
  • Chapter 9. Developmental Trajectories of Victimization: Identifying Risk and Protective Factors (Suzanne Goldbaum, Wendy M. Craig, Debra Pepler, and Jennifer Connolly)
  • Intrapersonal Characteristics of Victims
  • Method
  • Results
  • Group Differences
  • Implications and Intervention
  • SECTION III: EMPIRICALLY VALIDATED AND PROMISING PREVENTIVE AND SUPPORTIVE INTERVENTIONS
  • Chapter 10. Targeting Bystanders: Evaluating a Violence Prevention Program for “Nonviolent” Adolescents (Harry S. Freeman and Grace A. Mims)
  • Introduction
  • Program Description
  • Method
  • Results
  • Discussion
  • Chapter 11. Viennese Social Competence (ViSC) Training for Students: Program and Evaluation (Moira Atria and Christiane Spiel)
  • School-Based Violence Prevention
  • Bullying As a Group Process
  • Social Information-Processing Theory
  • ViSC Training
  • Program Structure and Curriculum Components
  • Evaluation of ViSC Training
  • Results of the Evaluation
  • Discussion
  • Chapter 12. Using a Participatory Action Research Model to Create a School-Based Intervention Program for Relationally Aggressive Girls—The Friend to Friend Program (Stephen S. Leff, Jennifer Angelucci, Amy B. Goldstein, LeeAnn Cardaciotto, Brooke Paskewich, and Michael B. Grossman)
  • Introduction
  • Review of Relevant Literature
  • Description of Application
  • Conclusion and Recommendations
  • Chapter 13. A Story-Guided Peer Group Intervention for Reducing Bullying and Victimization in Schools (Hedwig Teglasi

Name: Bullying, Victimization, and Peer Harassment: A Handbook of Prevention and Intervention (Paperback)Routledge 
Description: By Charles A Maher, Joseph Zins, Maurice Elias. A comprehensive examination of theory, research, prevention and intervention, and professional practice issues - in one source. Teasing, shunning, and bullying can have serious detrimental effects on both victim and perpetrator. Bullying, Victimization,...
Categories: Psychotherapy, Child & Adolescent Psychotherapy, Cognitive Behavior Therapy