Bullying : Implications for the Classroom

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In recent years there have been an increasing number of incidents where children have either perpetrated or been the victims of violence in the schools. Often times the children who perpetrated the violence had been the victims of school bullying. If bullying once was a matter of extorting lunch money from one's peers, it has since escalated into slander, sexual harassment, and violence. And the victims, unable to find relief, become depressed and/or violent in return.

Despite all the media attention on recent school tragedies, many of which can be traced to bullied children, there has been little in the way of research-based books toward understanding why and how bullying occurs, the effects on all the individuals involved and the most effective intervention techniques. Summarizing research in education, social, developmental, and counseling psychology, Bullying: Implications for the Classroom examines the personality and background of both those who become bullies and those most likely to become their victims, how families, peers, and schools influence bullying behavior, and the most effective interventions in pre-school, primary and middle schools. Intended for researchers, educators, and professionals in related fields, this book provides an international review of research on bullying.

* Presents practical ideas regarding prevention/intervention of bullying
* Covers theoretical views of bullying
* Provides an international perspective on bullying
* Discusses bullying similarities and differences in elementary and middle school
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Product details

  • Hardback | 261 pages
  • 152.4 x 228.6 x 17.8mm | 498.96g
  • Academic Press Inc
  • San Diego, United States
  • English
  • New
  • 0126179557
  • 9780126179552
  • 2,130,503

Table of contents

C.E. Sanders, What is Bullying?
X. Ma, Who are the Victims?
A. Nishina, A Theoretical Review of Bullying: Can it be Eliminated?
H.W. Marsh, R.H. Parada, R.G. Craven, and L. Finger, In the Looking Glass: A Reciprocal Effect Model Eludicating the Complex Nature of Bullying, Psychological Determinants, and the Central Role of Self-Concept.
J.R. Holmes and H.A. Holmes-Lonergan, The Bully in the Family: Family Influences on Bullying.
H. Cowie, Peer Influences.
A.A. Payne and D.C. Gottfredson, Schools and Bullying: School Factors Related to Bullying and School-Based Bullying Interventions.
A.D. Pelligrini, Bullying During Middle School Years.
F.L. Samples, Evaluating Curriculum-Based Intervention Programs: An Examination of Preschool, Primary, and Elementary Intervention Programs.
J. Juvonen and S. Graham, Research Based Interventions on Bullying.
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Review quote

"Individuals who work with children in many capacities, including teachers, counselors, and other school personnel, will find this an invaluable resource."

"...provides an excellent overview of current research in the are of school-based bullying."
-Caroline Hunt, JOURNAL OF ADOLESCENCE 29 (2006)
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About Gary D. Phye

Gary D. Phye, Past President of the Iowa Educational Research and Evaluation Association, is the new editor of the Academic Press Educational Psychology Book Series. He has published numerous research articles and book chapters in the areas of classroom learning and transfer. He previously co-edited two of the bestselling volumes in the book series: School Psychology with Dan Reschly and Cognitive Classroom Learning with Tom Andre. In addition to being the co-author of an undergraduate educational psychology text, Dr. Phye has also co-authored (with K. Josef Klauer) a newly-published program designed to teach and assess the inductive reasoning and metacognitive strategies of young children. Dr. Phye is currently working with the Ames Community public schools in the training and assessment of inductive reasoning strategies of special needs children in primary and intermediate grades.
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