Encyclopedia of Bullying (7 Volume Set)

Description

This 7-volume set is a compilation of important research on bullying. Some of the topics addressed include: cyberbullying, a form of bullying carried out using electronic communication; violent behaviour; homophobia and its role in bullying; bullying prevention programs; predictors of school bullying; coping strategies and efforts to counter bullying behaviour. Contents Preface Chapter 1 A Social-Ecological Approach to Understanding Cyberbullying Involvement Faculty of Social Studies, Department of Psychology, Institute for Research on Children, Youth and Family, Masaryk University, Brno, the Czech Republic Introduction The Social-Ecological Approach Application of the Social-Ecological Theory to Traditional Face-to-Face Bullying Expansion of the Social-Ecological Theory to Include ICTs and the Cyber Context Person Level Microsystem Mesosystem Exosystem Macrosystem Chronosystem Conclusion References Chapter 2 Past, Present, and Future Theoretical Developments in Predicting Cyberbullying Behavior Introduction Past: The Groundwork Present: The Use of Theory Theory of Reasoned Action General Strain Theory Barlett and Gentile Cyberbullying Model General Aggression Model Future: The Next Step Applied Extensions Conclusion References Chapter 3 Measuring Cyberbullying: Towards an Integrative Approach to Assessment University Koblenz-Landau, Centre for Educational Research (zepf), Landau, Germany Introduction Methodological Problems in Cyberbullying Research Possible Ways to Measure Cyberbullying Dichotomous Questions versus Rating Scales One Global Questions versus Multiple-Item-Scales Multiple-Item-Scales in Current Cyberbullying Research The Taxonomy of Actions versus the Taxonomy of Media Properties of Good Scales Basing the Items on a Theory? What Makes a Good Taxonomy? The Taxonomy of Reasons An Integrative Assessment Approach The Cube Model of Cyberbullying Assessment A Plea Mixed Methods Conclusion References Chapter 4 Adolescents’ Perceptions of Suffered and Committed Cyber-Aggressive Behavior Introduction Cyberbullying: A Complex Multidimensional and Emergent Construct Discrepancies between Researchers’ and Adolescents’ Concerning the Conceptualization of Cyberbullying How the Experiences of Aggression and Victimization Affect Adolescents’ Perceptions Method Participants Measurement Results Adolescents’ Perceptions of Cyberbullying Factor 1. Intent to Hurt Factor 2. Imbalance of Power Factor 3. Advertising Factor 4. Form of Social Relationship Identifying Cyberaggressors and Cybervcitims Similarities and Differences in the Perceptions of Cyberbulling among Cybervictims and Cyberaggressors Discussion References Chapter 5 Examination of Cyberbullying Experiences among Students from Different Age Groups Introduction Examination of Cyberbullying Experiences among Different Age Groups Cyberbullying among Elementary School Students Cyberbullying among Middle and High School Students Cyberbullying among Universty Students Conclusion References Chapter 6 Gender Differences in Cyberbullying Perpetration : The Role of Moral Disengagement and Aggression Introduction Gender and Bullying Moral Disengagement and Cyberbullying Method Participants Procedure Data Analysis Results Preliminary Analyses Testing the Multiple Mediation Model Discussion Conclusion References Chapter 7 Gender Differences in Peer-Pressured Sexting Introduction Background Peer Pressure Sexual Harassment Pressured or Coerced Sexting Results and Discussion What Motivates Sexting? Pressured Sexting and Relationship Problems Raising a Red Flag on Coerced Sexting References Chapter 8 The Role of Emotional Processes in (Cyber)bullying Introduction When (Cyber)Bullies Meet Others: The Role of Emotion Perception Abilities, Emotionality a nd Emotion Regulation (Cyber)Bullies’ Subjective Dispositions in Relation to Others’ Emotions: The Role of Empathy and Callous-Unemotional Traits Handling Own and Others’ Emotions: The Role of (Cyber)bullies’ Emotional Intelligence Conclusion References Chapter 9 Who is Who in Cyberbullying? Conceptual and Empirical Perspectives on Bystanders in Cyberbullying Introduction Cyberbullying and Traditional Bullying Conceptual Models of Bystanding in Traditional Bullying Definition of Bystander Bystanders in Social-Psychological and Developmental Psychological Research Bystanders in Traditional Bullying Determinants and Correlates of Cyberbystanding Behavior Prevalence and Form of Bystanding in Cyberbullying Individual Characteristics Gender and Age Previous Involvement in (Traditional or Cyber-) Bullying or Victimization Overlap of Bystanding in Traditional Bullying and Cyberbullying Empathy Social Characteristics Relationship to Cybervictim and Cyberbully Group Norms for Cyberbystanding Behavior Situational Characteristics Noticing the Cyberbullying Incident Interpreting the Cyberbullying Incident As an Emergency and Assessing Its Severity Responsibility to Help Decision on How to Help and Displaying Helping Behavior Bystander Effect in Cyberbullying Conceptual Framework of Cyberbystanding Virtuality: Online vs. Offline Cyberbystanders Temporal, Technical and Psychological Proximity Social Relationship Milestones and Directions of Future Research Acknowledgment References Chapter 10 The Adolescent-Parent Context and Positive Youth Development in the Ecology of Cyberbullying Introduction A Social Framework for Adolescent-Parent Relationships Prevalence of Cyberbullying Characteristics of Cyberbullying: Influence on the Adolescent-Parent Microsystem Three Components of Face-to-Face Bullying Shared with Cyberbullying The Dynamic Features of Cyberbullying and the Adolescent-Parent Relationship Cyberbullying As Covert Bullying Adolescent-Parent Microsystem Adolescent Characteristics Bullies, Victims and Bully-Victims Individual Behaviors Characterizing Cyberbullying Gender Differences Gender and Suicidal Ideation Age Parent Characteristics/Behaviors and Cyberbullying Parental Monitoring Parental Communication The Adolescent-Parent Relationship: Characteristics and Relationship Quality Social Learning and Ecological Perspectives Emotional Dysregulation and Child Exposure to Family Violence Socialization and Parenting Styles The Family Context and Contexts Beyond the Focal Adolescent-Parent Relationship: Implications for Policy and Intervention The Ecology of Bullying and Positive Youth Development (PYD) The Ecology of Bullying Incorporating Positive Youth Development (PYD) The Role of Family in Cyberbullying Interventions PYD After-School Cyberbullying Interventions: Across Family, Community and School References Chapter 11 Social-Ecological Perspective: Power of Peer Relations in Determining Cyber-Bystander Behavior Introduction Power of Peers The Present Study Facebook ‘Defriending': The Power of Peer Relations in Determining Cyber-Bystander Behavior Results and Discussion What Roles do Tayla, Sam, Bec, Katie, and the Peer Group Play? Who Are the Bystanders and How Can They Help? What Makes a Cyber-Bystander Help? How Would You Act in a Similar Situation? What Might Make Cyber-Bystanders Decide to ‘Defriend’ Katie and Support Tayla? Social-Ecological Influences on Cyber-Bystander Behavior Conclusion Authors Note References Chapter 12 English Teachers and Cyberbullying: A Qualitative Exploration of the Stakeholders’ Perceptions and Experience of the Phenomenon Introduction What Is Cyberbullying? Conceptual Definitions Intention Repetition Power Imbalance Different Forms of Cyberbullying Prevalence Rates Age and Gender differences Risk Factors Outcomes of Cyberbullying Background for Current Study Ecological Model Methods and Findings Discussion Microsystem - Level 1: Individual Characteristics of the Cyberbully and Cyber-victim Mesosystem - Level 2: Interpersonal Relationships Exosystem - Level 3: Community Context Macrosystem - Level 4: Wider Society Conclusion References Chapter 13 Exposure to Antisocial and Risk Behavior Media Content Stimulates Cyberbullying Behavior: The Cyclic Process Model VU University Amsterdam, Dept. of Communication Science, Section Media Psychology Introduction Prevalence and Definition of Cyberbullying Adolescents’ Involvement in Cyberbullying Behavior Becoming a Cyberbully The Role of Media in Cyberbullying Behavior The Cyclic Process Model of Cyberbullying Behavior Limitations and Future Research Conclusion and Discussion References Chapter 14 Cyberbullying: The Need to Extend the Concept beyond Peer Aggression Traditional School Bullying From School Bullying to Cyberbullying Beyond Peer Aggression When a Victim Is Not a Peer Electronic Aggression against Teachers Electronic Aggression against the Vulnerable Aggression Against Random Victims (Random Electronic Aggression) Electronic Aggression Against Groups (Bias Cyberbullying) Electronic Aggression Against Celebrities Conclusion References Chapter 15 Does Culture Matter? Cyberbullying Perpetration and Cybervictimization in the Mediterranean Sea Region Introduction Research in Cyprus Research in Greece Research in Italy Research in Spain Research in Turkey A Brief Overview of Cyberbullying Research in Mediterranean Region Revisiting the Question: Does Culture Matter? References Chapter 16 Risks Factors in Cyberbullying: The Moderating Role of Culture Introduction Cyberbullying: A Global Phenomenon Cyberbullying in Asia Theory of Planned Behavior vs. Cyberbullying Cultural Difference and Theory of Planned Behavior Culture and Subjective Norms Subjective Norms Gender Schema and Different Subjective Norms about Cyberbullying across Cultures Cultural Orientation Moderates the Predictive Value of Subjective Norms in Cyberbullying Perceived Behavioral Control Perceived Behavioral Control in Victims and Bystanders: Cultural Difference Conclusion References Chapter 17 Cyberbullying in Europe: A Review of Evidence from Cross-National Data Introduction Defining Cyberbullying Individual Level Factors Social Level Factors Cultural Level Factors Procedure Results Individual Level Experiencing Cyberbullying Responding to Cyberbullying Patterns of Cyberbullying Experiences and Responses Social Level Cultural Level Conclusion Authors Note References Chapter 18 The Role of Ethnicity and Culture in Cyberbullying Experiences among Youth Introduction Increasing Use of Online Communication Tools across Ethnic Groups Differences in Rates of Cyberbullying Perpetration across Ethnic and Cultural Groups Differences in Rates of Cybervictimization across Ethnic and Cultural Groups Studying Processes across Groups and within-Group Differences Recommendations for Future Research References Chapter 19 Approaches to Reducing Cyberbullying: Change the Bully, Change the Bystander, or Change the Victim? Introduction Cyberbullying Prevalence Change the Bully Change the Bystander Change the Victim Suggestions for Future Research References Chapter 20 Cyberbullying Requires More Than a Virtual Response: Suggestions for Prevention Introduction The Relationship between Face-to-Face Bullying and Cyberbullying Motivations for Cyberbullying and Victim Selection Challenges to Prevention and Intervention for Cyberbullying Traditional Anti-Bullying Programs School-Based Anti-Cyberbullying Curriculums i-SAFE Internet Safety Program Cyberbullying: A Prevention Curriculum Other Cyberbullying Programs Strategies for Improving School-Based Education about Cyberbullying Alternatives to Curriculum-Based Cyberbullying Prevention Bystander Interventions to Reduce Cyberbullying Peer-Led Programs to Reduce and Prevent Cyberbullying Anti-Cyberbullying Legislation Strategies for Victims to Cope with Cyberbullying A Social-Ecological Approach to Cyberbullying Prevention and Intervention Conclusion References Chapter 21 In Search of a Simple Method: Is a Human Face an Effective, Automatic Filter Inhibiting Cyberbullying? Introduction Cyberbystander Typology Bystander Reactions in Computer Mediated Communication The Role of Cyberbullying Perpetration Bystander Behavior and Gender Empathy and the Internet Human Mind in Cyberspace In Search of a Simple Method: Description of Research Method Participants Procedures Measures Plan of Analysis Results Discussion Conclusion References Chapter 22 An Analysis of Cyberbullying Victimization Case Studies in the Context of the Social-Ecological Theory Introduction Definitions of Bullying and Cyberbullying Cyberbullying Goes Mobile Who Are the Cyberbullied? Present Study and Methods Recent Cases of Cyberbullying Victims Audrie Pott Amanda Todd Jessica Laney Rehtaeh Parsons Rebecca Ann Sedwick Conclusion References Chapter 23 Concluding Remarks on the Social-Ecological Approach to Understanding Cyberbullying References Chapter 24 Preschool Teachers’ Perceptions about the Definition and Manifestations of Bullying in Early Childhood Settings Abstract Introduction Etiology of School Bullying Previous Research Studies Method Results and Discussion Preschool Teachers’ Responses about the Frequency of Bullying Behaviors Conclusion References Chapter 25 Teachers’ Attitudes towards Bullying Abstract Introduction Method Participants Measures Scenario 1 [Relational Bullying] Scenario 2 [Physical Bullying] Scenario 3 [Verbal Bullying] Procedure Results Discussion Acknowledgments References Chapter 26 Bullying via Violent Communication by Early Childhood Education Teachers during Teaching Processes: Two Observational Studies Abstract Introduction Study 1 Purpose Method Results and Discussion Conclusion Study 2 Purpose Method Results and Discussion Conclusion Limitations and Future Research Acknowledgments References Chapter 27 Nonverbal Expressions Related to Violent Communication and Bullying in Kindergarten Abstract Introduction Bibliographic and Research Overview of the Phenomenon School Bullying in Kindergarten School Bullying Forms Causes of School Bullying Indicative Methods of Bullying Treatment Conclusion References Chapter 28 Classroom Noise and Miscommunication as Modern Forms of Violent Communication and Bullying Abstract Introduction Basic Parameters of Teaching Climate Formation Classroom Noise: A Literature and Research Approach Purpose of the Study Method Results and Discussion Conclusion Limitations and Future Research Acknowledgments References Wong, H. K., Wong, R. T., Jondahl, S. F., & Ferguson, O. F. (2014). The classroom management. USA: Harry K. Wong Publications. Chapter 29 Observing Kinesics of Violent Communication and Bullying in Early Childhood Classrooms Abstract Kinesics, Nonverbal Violent Communication and Bullying: An Introduction Observation in the Classroom Observational Coding Systems Discussion/Observational Design References Chapter 30 Current Theoretical Discussions on Characteristics of Cyberaggression, School Miscommunication and Bullying in Early Education Abstract Characteristics and Concerns of Bullying Theoretical Frameworks and Application Social-Ecological Systems Perspective Deindividuated Theory Intergroup Emotion Theory Social Identity Theory Social Development Model General Strain Theory Routine-Activities Victimization Theory Theory of Planned Behavior Grounded Theory Approach Bullying among Special Needs in Early Education Risk Factors of Bullying in Special Education Prevalence of Bullying in Students with Autism Effects of Bullying Current Methods of Combating Bullying Bullying and School Awareness References Chapter 31 Preschool Teachers’ Perceptions about the Effective Intervention for Bullying at the Preschool Age Abstract Introduction Etiological Factors Literature Review Method Results and Discussion Conclusion References Chapter 32 Teaching Social Skills, Empathy and Assertiveness by Teachers and Parents to Prevent Early Childhood Violent Communication and Bullying: Towards a Nonviolent Communication Education Abstract Introduction Teaching Social Skills in Early Childhood School Environment Empathy Description of Emotions Different and Similar Helping Others Feel Better Acts of Goodness The Golden Rule Modeling Mutual Assistance Self-Confidence Stay Calm Ignorance “Yes or No” Intimidation’s Tackle Problem Solving Scenarios and Consequences of Bullying Problem-Solving Team Teaching Social Skills in Family Environment Supportive Framework for Children with Social and Scholar Incapacities Conclusion References Chapter 33 Literature and Novels as Teaching Strategies for Violent Communication and Early Childhood Bullying Prevention Abstract Introduction Purpose of the Study Method Abstracts of the Novels Abstract I: “Together” by Eleni Priovolou Summary II: “Peter’s Girl” by Argyro Moutzaki Summary III: “The Hard Nut” by Eleni Svoronou Results Conclusion References Chapter 34 Social Antecedents of Bullying: When Does Peer Interaction Become Interpersonal Rejection? Abstract Introduction Early Childhood Bullying: Theoretical and Emprirical Challenges Painting a Shared Reality through Intersubjective Engagement Concomitant Forms of Aggression: The Teasing Paradigm Enhancing Psychological Contact in Schools References Chapter 35 Prospects of Interactive Digital Storytelling Applications in Prevention and Treatment of Bullying in Preschool Education Abstract Introduction Theoretical Framework The Concept of Bullying in Preschool Age Bullying Confrontation Strategies Used by Children Anti-Bullying Prevention Programs for Young Children Bullying Strategies and Interactive Storytelling Interactive Digital Storytelling Review of ICT Applications Concerning Bullying Proposed Interactive Bullying Scenario Conclusion References Chapter 36 How to Prepare Cross-National Bullying Studies: Conceptualization and Operationalization Differences Abstract Introduction Conceptualization Differences across Countries Operationalization Differences across Countries Intervention Approach Differences across Countries Discussion Suggestions for Future Research References Chapter 37 Gender Differences in Bullying and Suicide Abstract 1. Introduction 1.1. Bullying: Both Boys and Girls are Targets of Bullying at Similar Rates; Boys Are More Likely to Bully, and Girls Are More Likely to Report 1.2. Suicide: More Females than Males Think about Suicide But More Males than Females Die by Suicide 1.3. Bullying and Suicide: Being a Target of Bullying, and Especially Engaging in Bullying Behavior, Elevates Suicide Risk 2. Method 3. Results 3.1. Review of Studies 3.2. OH-VDRS Data Analysis 3.2.1. Demographic Information 3.2.2. Suicide Specific Information 3.2.3. Circumstance Information 3.2.4. Bullying-Related Cases in OH-VDRS Conclusion References Biographical Sketch Chapter 38 The Influence of Parenting on School Bullying: Does Child Gender Matter? Abstract Introduction Child Gender and Bullying Theory of How Parenting Influences Children’s Involvement in Bullying The Relationship between Parenting and Child Involvement in Bullying Parenting and Children’s Victimization by Peers Parenting and Children’s Perpetration of Bullying Parenting as A Protective Factor for Adverse Consequences of Involvement in Bullying Does Gender Moderate the Relationship between Parenting and Children’s Involvement in Bullying? Gender as a Moderator of the Relationship between Parenting and Victimization Gender as a Moderator of the Relationship between Parenting and Perpetration of Bullying Gender Minorities and Involvement in Bullying Conclusion and Recommendations Acknowledgments References Chapter 39 Prevention and Psycho-Pedagogical Correction of Bullying in School: Russian Perspective Abstract 1. Introduction 1.1. Identifying the Problem 1.2. Status of the Problem 1.2.1. “Offenders” 1.2.2. “Witnesses” 1.3. Bullying in Younger Adolescence 1.4. Prevention and the Psychological and Pedagogical Correction of Bullying 2. Methods 2.1. The Research Task 2.2. Theoretical and Empirical Methods 2.3. The Trial Infrastructure and Stages of the Research 3. Results 3.1. Experimental Procedure and Its Description 3.2. Experimental Results Conclusion Acknowledgments References Biographical Sketch Chapter 40 Framing School Bullying as Reflection of Deteriorating Basotho Moral Principles Abstract Introduction School Violence, as Typified by Bullying Prevalence of School Bullying in Lesotho Ubuntu/botho: An African Moral Ethic Contextualizing ubuntu/botho within Basotho Culture Moral Education as Remedy for School Violence (Bullying) References Chapter 41 Discrimination and Bullying in an Elementary School in Java, Indonesia Abstract 1. Introduction 1.1. Sekolahku-MySchool 1.2. Purpose of the Study 1.3. The Role of Females in Indonesia 1.4. Indonesian Legal Mechanisms for Reporting Discrimination and Violence against Women and Children 2. Bullying 2.1. Effects of Bullying Children in Schools 2.2. Growth of Gender Equity and Anti-Bullying Awareness and Research 2.3. Anti-Bullying Training Programs for Teachers 2.4. Who are the Bullies, Who are the Victims and Who is a Bystanders? 2.4.1. Bullies 2.4.2. Victims 2.4.3. Bystanders and Upstanders 3. The Context of the Study 3.1. Introducing a Gender Equity Program in Sekolahku-MySchool 3.2. Introducing an Anti-Bullying Program in Sekolahku-MySchool 4. Methodology 4.1. Data Gathering 4.1.1. Permission: Children 4.1.2. Child’s Personal Data 4.1.3. Interviews with Girls 4.1.4. Child Questionnaire 4.1.5. Interviews: Teacher and Head of School 5. Coding and Analyses 5.1. Q1: Early School Experiences: Anti-Bullying Program 5.2. Q2: Style of Play 5.3. Q3: Breaking the Rules 5.4. Q4: Feelings after Breaking Rules 5.5. Q5: Bullying Behavior 5.6. Q6: Experience of Bullying 5.8. Q8: Bullying Experiences: Group 2 6. Results and Discussion 6.1. Q1: Early School Experiences 6.1.1. Girls’ Comments 6.2. Q2: Style of Play 6.2.1. Girls’ Comments 6.3. Q3: Keeping Classroom Rules 6.3.1. Girls’ Comments 6.4. Q4: Breaking Classroom Rules: Feelings 6.4.1. Girls’ Comments 6.5. Q5: Understanding the Constitution of Bullying Behavior 6.5.1. Girls’ Comments 6.6. Q6: Bullying Experience: Groups 1 and 2 6.6.1. Girls’ Comments 6.7. Q7: Bullying Experiences: Group 1 6.7.1. Girls’ Comments 6.8. Q8: Bullying Experiences: Group 2 6.8.1 Girls’ Comments 7. Case Study: G226 7.1. Personal Profile of G226 7.2. Consultant Interview with G226 7.2.1 Joined SMS 7.2.2. Style of Play 7.2.3. Bullying Understanding 7.2.4. Bullying Victim 7.3. How the Teacher Handles the Situation (Consultant Report) 7.4. Interview: Elementary Teacher 7.4.1. Bullying Situation: Report by Teacher 1 7.4.2. Date: November 9, 2018. Consultant report to YTCG about a Bullying Complaint at Elementary School Conclusion Recommendations Appendix 1: Parental Permission Forms (English) Appendix 2: Parental Permission Form (Indonesian) Appendix 3: Rational for Bullying Questionnaire to Elementary School Students 1. Early School Experiences 2. Play Preferences 3. Keeping Classroom Rules 4. Feelings After Breaking Rules 6. Experience of Bullying 7. Bullying Experiences of Girls who Attended SMS Pre-Elementary Classes 8. Bullying Experiences of Girls who Transferred into SMS Elementary Classes Appendix 4: Questionnaire - Child (English) References Chapter 42 Moral Disengagement as an Adaptive Strategy in the Face of Violent Behaviour among Peers Abstract Introduction Conceptualization of the Polyvictimization Phenomenon: Consensus and Controversies Moral Disengagement: Connections with Bullying and Cyberbullying Methods Participants Instruments Results Identification of Polyvictims Variations in the Polyvictims' Use of Moral Disengagement Mechanisms Conclusion References Biographical Sketch Chapter 43 Bullying among Health Care Providers Abstract References Chapter 44 Cyberbullying Abstract Similarities and Differences between Cyberbullying and Bullying Characteristics of Cyberbully Perpetrators and Victims Perceptions of Cyberbullying Online Gaming Adult Cyberbullying Adaptation of Bullying with Technology and Social Media Examples of Cyberbullying in the Media Manti Te'o and Catfish Richie Incognito and the Miami Dolphins New Jersey versus Dharun Ravi What Should Be Done References Chapter 45 Bullying, Personal Self-Regulation, Resilience, Coping Strategies and Engagement-Burnout: Implications for an Intervention with University Students Abstract Introduction Definition and Scope of the Problem Academic and Psychological Correlates of Bullying Context of Bullying: Individual, Peer, Family and School-Related Personal Determining Factors for Coping with Bullying: Personal Self-Regulation and Resilience Personal Self-Regulation Resilience Procedural Determining Factors for Coping with Bullying: Coping Strategies Attitudinal Determining Factors for Coping With Bullying: Engagement-Burnout Emotions Aims and Hypotheses Method Participants Instruments Procedure Design and Data Analyses Results Personal Self-Regulation and Resilience Personal Self-Regulation and Engagement-Burnout Resilience and coping strategies Resilience and Engagement-Burnout Coping Strategies and Engagement-Burnout Building a Model of Relations Discussion Conclusion, Limitations and Implications Acknowledgment References Chapter 46 From Bullying to Pandemy of Terrorism: Synergetic Bio-Psycho-Socio-Spiritual Metodology of Mental Health Protection Abstract 1. Synergetic Bio-Psycho-Socio-Spiritual Metodology 1.1. Mental Health Synergetics 1.2. System Crisis of Psychiatry and Alternative Mental Medicine 1.3. Anti-Psychiatry 1.4. System Synthesis of Mental Medicine 2. Terrorism as an Outcome of the Demoralization Syndrome 3. Terrorism As Destructive Social Epidemics 4. Forms of Terrorism and Mechanisms of Personality Deformation 5. Mental Synergy of Terrorism 6. Medical-psycho-socio-spiritual Defence from Destructive Social Epidemics References Chapter 47 Bullying Interventions Abstract References Chapter 48 Cyberbullying Validation Chapter 49 Cyberbullying Prevalence - Medium, Motive and Reaction Chapter 50 Modulating Variables of Violent Behavior of Aggressive-Victims of Bullying Abstract Introduction Bullying and Cyberbullying: Dependent or Independent Constructs? Modes of Bullying and Cyberbullying Transfer of Roles between Physical and Cyber Scenarios: New Types of Aggressive-Victims Gender Differences Analysis of Violent Behavior of Aggressive-Victims. An Empirical Study Continuity vs. Discontinuity between Physical and Cyber Contexts as a Key Element in the Identification and Classification of Aggressive-Victims Modulating Variables of Violent Behavior of Aggressive Victims Abuse Suffered as a Determinant of the Type of Aggression Committed Aggressive-Victims of Traditional Bullying Cyberaggressive-Victims Aggressive-Cybervictims Cyberaggressive-Cybervictims Variability of Violent Responses of Aggressive-Victims by Gender Aggressive-Victims of Traditional Bullying Cyberaggressive-Victims Aggressive-Cybervictims Cyberaggressive-Cybervictims Synergy between Frequency of the Abuse Suffered and the Aggression Perpetrated Aggressive-Victims of Traditional Bullying Cyberaggressive-Victims Aggressive-Cybervictims Cyberaggressive-Cybervictims Discussion References Chapter 51 Bullying among Training School Male Adolescents and Male Adult Prisoners: Descriptive Analysis Abstract Introduction Method Samples Instrument Pretest and Procedure Results Extent of Bullying Number of Inmates Seen or Heard in the Past Week Has Been Being Bullied Bullies, Victims and Bully/Victims Who Was Bullied Why Inmates Were Bullied Who Was Bullying Types of Bullying Where Bullying Occurs When Bullying Occurs Interventions with Bullying Staff Intervention To Whom Would an Inmate Advise a Victim of Bullying to Speak to Intervention into Bullying Conclusion References Chapter 52 Coping Strategies and Cognitive Processes Related to Peer Victimization and the Role of Intervention Programs 1Clarkson University, Potsdam, New York, US 2The University of Texas at Arlington, Arlington, TX, US Abstract Introduction Peer Victimization and Adjustment Problems Externalizing Problems Internalizing Problems Depression Anxiety Other Related Negative Outcomes of Peer Victimization Social Cognition and Peer Victimization Cognitive Biases and Assumptions Dual Cognitive Processing Systems and Social Information Processing Attention to and Interpretation of Social Information Forming and Clarifying Social Goals Behavioral Responses Bullying Prevention Strategies Background of Intervention Programs The Sheffield Study KiVa Program Safety Training Steps to Respect Bullying Prevention Program (STR) Multimodal Training Youth Matters Prevention Program (YM) What the Evidence Suggests Conclusion References Chapter 53 Bullying among Male Athletes: A Contextual Examination Indiana University-Bloomington, Bloomington, IN, US Abstract Introduction Bullying among Male Athletes Application of Bullying Dynamics to a Case Study The Victim The Bully Social Climate Conclusion Future Research Implications Future Clinical Implications References Chapter 54 Cyberbullying: Bullying Gone Digital Abstract Cyberbullying: Bullying Gone Digital Case Studies of Cyberbullying Victimization What Is Cyberbullying? Characteristics of Cyberbullies and Cyber-Victims Parents’ Roles in Their Children’s Cyberbullying Involvement Peers and Schools Contributions to Cyberbullying Psychological and Behavioral Consequences Cross-Cultural Research on Cyberbullying Theoretical Underpinnings Recommendations References Chapter 55 School and Peer Contexts of Bullying Abstract The School Environment School Characteristics School Climate School-Based Preventive Intervention Programs The Effects of Peers Peers’ Characteristics Bystanders Peer-Based Prevention Programs Conclusions and Recommendations Acknowledgment References Chapter 56 Cyberbullying and Students’ Engagement in School: A Literature Review 1Institute of Education, University of Lisbon (Portugal) 2University of Valência (Espanha) 3University of Minho (Portugal) 4University of Azores (Portugal) Abstract Introduction Cyberbullying: Conceptualization and Assessment Cyberbullying and Personal Variables Cyberbullying and Contextual Variables Engagement in School and Cyberbullying Conclusion Note References Chapter 57 Bullying and Moral Reasoning. The Influence of Life Values and Culture on Italian Teenagers’ Self-Assertion Abstract Introduction Moral Reasoning Moral Disengagement Cultural Values Aims Methodology Sample Instruments Peer Relationships at School And Perceived Attitude Toward Bullying Relationship with Adults in and Outside School Life Values Analysis Relationship with Peers at School Relationship with Adults in and Outside School Bullying at School Life Values Factor Analysis for Value Classification Systems T-Test for Gender Differences ANOVA for bullying roles x Value Orientation ANOVA for Gender x Value Orientation X Bullying Roles Conclusion References Chapter 58 Bullying as an Organizational Safety Issue: Do Different Types of Bullying Lead to Different Litigated Outcomes? Abstract Literature Review Workplace Bullying: A Definition Prevalence of Workplace Bullying Workplace Bullying as an Ethical Issue Legal Context Outcomes for Victims of Workplace Bullying Types of Workplace Bullying Organizational Context Methodology Results Conclusion Human Resources Professionals Managers Attorneys References Chapter 59 Bystander Position-taking in School Bullying: The Role of Positive Identity, Self-efficacy and Self-determination Abstract Introduction Bystanders’ Position-taking as Strategic Intervention Positive Identity, Self-efficacy and Self-determination in Bystanders’ Position-taking Positive Identity Self-efficacy Self-determination Project P.A.T.H.S.: A Positive Youth Development Program Enhancing Students’ Self-efficacy, Positive Identity and Self-determination Conclusions Acknowledgments Appendix 1. Bullying Units – Overview References Chapter 60 Combating School Bullying through Developmental Guidance for Positive Youth Development and Promoting Harmonious School Culture Abstract Introduction Interventions to Combat Bullying Tackling Bullying from a Positive Youth Development Perspective Tackling Bullying through Cultivating a Harmonious School Culture Fostering Forgiveness as a Value and Coping Strategy Social Support of Teachers Involving Peers as a Support Promoting Non-violence and Harmony as a Whole-school Approach to Counter Bullying Conclusions Acknowledgments References Chapter 61 Determining Adolescents’ Risk for Involvement in Bullying or Cyberbullying: A Review of Two Studies Abstract Introduction Prevalence Sequelae Interventions Addressing Bullying and Cyberbullying Identifying Risk Factors for Involvement in Bullying Study 1 Study 2 Conclusion Summary Implications and Future Directions References Chapter 62 School Based Bullying in Ireland – A Cause for Concern? A Review of Research from Northern Ireland and the Republic of Ireland Abstract Introduction Bully/Victim Problems in Northern Ireland Large Scale Studies Study 1. Bullying in Schools: A Northern Ireland Study (Collins et al., 2002, 2004) Study 2. The Nature and Extent of Bullying in Schools in the North of Ireland (Livesey et al., 2007) Study 3. The Nature and Extent of Pupil Bullying in Schools in the North of Ireland (RSM McClure Watters, 2011) Smaller Scale Studies Study 4. Callaghan and Joseph (1995) Study 5. Collins and Bell (1996) An Agenda for Change (Mc Guckin & Lewis, 2003) Study 6. Mc Guckin and Lewis (2006) Study 7. Mc Guckin, Cummins, and Lewis (2008) Study 8. Mc Guckin, Cummins, and Lewis (2009) Study 9. Mc Guckin, Lewis, and Cummins (2010) Study 10. Mc Guckin, Cummins, and Lewis (2010a) Study 11. Schubotz (2010) Study 12. Mc Guckin, Cummins, and Lewis (2010b) Study 13. The Northern Ireland Anti-Bullying Forum (2007) Study 14. Espey, Duffy, and Mc Guckin (Under Review) Study 15. Purdy and Mc Guckin (2011) Conclusion Bully/Victim Problems in Republic of Ireland Study 1. Byrne (1987) Study 2. O’Moore and Hillery (1989) Study 3. Byrne (1994) Study 4. O’Moore, Kirkham, and Smith (1997) Study 5. O’Moore and Kirkham (2001) Study 6. Guerin and Hennessy (2001) Study 7. Connolly and O’Moore (2003) Study 8. James, Sofroniou, and Lawlor (2003) Study 9. Mills, Guerin, Lynch, Daly, and Fitzpatrick (2004) Study 10. O’Moore and Minton (2005) Study 11. James et al. (2006) Study 12. Minton and O’Moore (2008) Study 13. Sentenac et al. (2011) Conclusion Conclusion References Chapter 63 Youth Cyber-Bullying: Risks, Intervention and Prevention Abstract Introduction Definitions and Characteristics of Cyber-Bullying Prevalence of CB Types of CB: Perpetrators, Victims and Witnesses The Perpetrators The Victims The Witnesses Risk and Protective Factors for Cyberbullying 1. The Individual Level 2. The Family Aspect 3. Peer Group Aspects 4. The School Level 5. Community, Culture and Media Aspects Protective Factors Intervention and Prevention for CB Conclusion References Chapter 64 Cyber-Bullying: Emergence, Current Status and Future Trends Abstract Introduction The Emergence, Current Status and Future Trends Stage 1: The Emergence of the Internet and with it Cyber Bullying (Late 1990’s) Stage 2: Investigations on the Nature and Extent of Cyber Bullying (Early 2000’s) Stage 3: Escalation of Cyber Bullying, Cyber Suicide, Cyber Safety Initiatives and Legislation (Late 2000’s) Stage 4: Mobile Devices, Wireless Access and Sexting as a New Form of Cyber Bullying (Early 2010’s) Stage 5: Increase of Legislation and Legal Cases, Mandatory Digital Safety Training (Mid 2010’s) Conclusion References Chapter 65 Online Social Networking Behaviours, Cyber-Bullying, Mental Health and Behavioural Functioning in Australian Students Abstract Introduction Method Participants Procedure Results Conclusion Acknowledgments References Chapter 66 Does the Cyberbullying Prevention Program Surf-Fair Work? An Evaluation Study Abstract Introduction Cyberbullying in Germany Cyberbullying Prevention and Intervention Programs Evaluating Cyberbullying Prevention Programs Surf-Fair A Constructivist Didactic Approach Two Examples of Surf-Fair Exercises Teaching Media Literacy Hypotheses Method Procedure Sample Material Cyberbullying Prevention Program Surf-Fair Demographics and Self-Rated Achievement Cyber Incident Prevalence Coping with Cyber-Victimization Results Descriptive Results across the Whole Sample Effects of the Cyberbullying Prevention Program Surf-Fair Cyber Incident Prevalence Coping with Cyber-Victimization Self-Rated Achievement Conclusion The Effectiveness of Surf-Fair Limitations, Theoretical and Practical Implications Acknowledgments References Chapter 67 What Can High Schools Do to Prevent Cyber Bullying? Abstract Introduction Is Cyber Bullying a Distinct Form of Bullying? Do Schools Have the Authority and Responsibility to Intervene? Interventions to Prevent Cyber Bullying in High School The Present Study Method Overview Participants Procedures Measures Results Discussion and Limitations Conclusion: Future Directions for Preventing Cyber Bullying in High Schools Appendix A Author Autobiographies References Chapter 68 Progress and Limitations in the Measurement of Cyberbullying Abstract Introduction The Definition of Cyberbullying The Measurement of Cyberbullying Purpose of the Cyberbullying Measurement Tool Differences in Measured Technological Environments and Behaviours Inconsistencies in the Measurement of Prevalence Rates Problems with the Construction of Questions in Cyberbullying Measures Definition Single Item Versus Global Questions Problems with the Response Options in Cyberbullying Measures Variety in the Duration of Time Periods in Cyberbullying Measures Inconsistent Reporting of Validity and Reliability of Cyberbullying Measures The Impact of Culture on the Measurement of Cyberbullying Conclusion Moving Forward in the Measurement of Cyberbullying References Chapter 69 Changing the Student Experience of Cyberbullying Through a Cyber-Safety Program Abstract Introduction Young People’s Internet Access and Use Challenges and Opportunities of Technology Approaches to Internet Safety Research Design Research Aims Data Collection Discussion Cyberbullying Prevalence and Response Students’ Knowledge Sources about Online Safety Perception of Online Safety Awareness of Privacy Disclosure of Personal Information Discussing and Disclosing Online Security Issues Students’ Reflections on Increasing Safety Online Students’ Reflections on the Motivation for Cyberbullying Conclusion References Chapter 70 Setting an Agenda for Future Research into Cyberbullying Using Social Network Analysis Abstract Introduction 1. Social Context and Traditional Bullying 2. Studying the Social Context: Sociometry and Social Network Analysis 3. Adolescents’ Online Social Environments 3.1. Online Communities 3.2. Online Extensions of Offline Networks 3.3. Personal Online Networks 4. A Social Network Perspective on Cyberbullying 4.1. Cyberbullying in Online Communities 4.2. Online Communication by Offline Groups 4.3. Personal (Online) Networks and Cyberbullying Conclusion References Endnote Chapter 71 Concepts of Bullying: Developmental and Cultural Aspects Abstract Introduction Historical origins of the study of bullying Assessing definitions and criteria used, and the cartoon task Age changes Understanding of bullying Age changes Behaviors related to bullying Cultural differences Terms used for bullying Cultural differences Behavioral differences in bullying Conclusion References Chapter 72 The Development of Bullying Abstract Introduction How to understand bullying: Developmental-systemic perspective Diverse developmental pathways and profiles of risk Low bullying group High bullying group Moderate bullying group Desisting bullying group Interventions for bullying: Developmental-systemic perspective Individual risk factors Family and peer relationships Acknowledgments References Chapter 73 School Bullying: Its Nature and Ecology Abstract Introduction Definition and Assessment Prevalence Academic and Psychosocial Correlates Family Correlates Peers Teachers, Administrators and Paraprofessionals Classroom Factors School Structure School Climate and Ethos Meta-Analytic Studies of Bullying Prevention and Intervention Conclusion References Chapter 74 Bullying among Siblings Abstract Introduction Sibling bullying Studies of sibling bullying Prevalence and Trends Sibling bullying Peer bullying Factors Associated with Sibling Bullying Bullied at Home – Bullied at School? Associations of Sibling Bullying with Behavior or Emotional Problems Conclusion References Chapter 75 Bullying: A Stepping Stone to Dating Aggression? Abstract Introduction Background Definition of Dating Aggression Bullying as a Precursor to Other Relationship Problems Theoretical Perspective Risk Factors Related to Bullying and Dating Aggression Bullying Dating aggression Individual Risk Factors Bullying Dating aggression Relationship risk factors Family Relationships Bullying Dating aggression Peer Relationships Bullying Dating aggression Risk Factors within the Community and Broader Society Bullying Dating aggression Is Bullying a Stepping Stone to Dating Aggression? Prevention, Early Identification and Intervention How should Prevention and Intervention be Done? When should Prevention and Intervention be Done? To whom should Prevention and Intervention be Provided? Conclusion References Chapter 76 Workplace Bullying: The Case of Teen Workers Abstract Introduction Relevance of Work for Adolescents Importance of Work Relationships What is Known about Workplace Bullying? Adolescent Vulnerability to Workplace Bullying Risk Factors for Workplace Bullying Impact of Workplace Bullying Implications for Health Professionals Conclusion References Chapter 77 Bullying and Gangs Abstract Introduction Critical Reflection Bullying Discussion References Chapter 78 Bullying Victimization among 13 to 15 Year Old School Children: Results from Two Comparative Studies in 66 Countries and Regions Abstract Introduction Data that we used What we found Discussion Acknowledgements References Chapter 79 Psychiatric Conditions Associated with Bullying Abstract Introduction Continuity and the Impact of Bullying Behaviors on Children Bullying and Concurrent Psychiatric Symptoms and Disorders Bullying and Later Psychiatric Symptoms and Disorders Bullying as a Sign of Health Problems and Need for Psychiatric Intervention Conclusions References Chapter 80 Bullying and Suicide Abstract Introduction Identification of Relevant Literature The Nature of the Studies Measurement of Predictors: Bullying Measurement of Outcomes: Suicide Suicidal ideation Suicidal behavior Composite score of any suicidality Covariates Adjusted in the Analyses to Examine Associations between Bullying and Suicide Suicide Risks in Children and Adolescents with Bullying Experience Discussion References Chapter 81 Morbidity among Bystanders of Bullying Behavior at School Abstract Introduction What is a Bystander? Morbidity among Bystanders: Issues to Consider The co-victim The isolate The confederate Discussion References Chapter 82 Public Health, Safety and Educational Risks Associated with Bullying Behaviors in American Adolescents Abstract Introduction The Data we Used Health and safety risk factors (See table 2) Educational risks (See table 2) Findings Discussion References Chapter 83 Is there a Syndrome of Bullying? Abstract Introduction Data we Used Participants in Bullying with Cluster Of physical and Emotional Symptoms Health and safety risk factors Our Findings Discussion Conclusion References Chapter 84 Deaths Linked to Bullying and Hazing Abstract Introduction Data Used Findings Discussion References Chapter 85 Interventions to Reduce Bullying Abstract Introduction Bullying Defined Kinds of Interventions Preventative Measures Interventions Addressing Cases of Bullying Whole School Approaches The Role of Schools and Researchers in Implementing Programs Program Evaluation The Effectiveness of Intervention Programs Comparing the Effectiveness of Whole School Approaches with Curriculum Work Only Reported outcomes for interventions with cases of school bullying Countering Bullying through Effective Class Management Cyberbullying Considerations in Selecting a Method The nature of the bullying The age and maturity of children Social and psychological characteristics of the children The adequacy of the research evidence The knowledge and interventive skills of teachers and counsellors The readiness of the school to adopt a particular method or approach The Importance of Implementation Conclusion References Chapter 86 Prevention of Public Health Risks Linked to Bullying: A Need for a Whole Community Approach Abstract Introduction Nature of Bullying Epidemiology Socio-Ecological and Individual Predisposing Factors Developmental Links Association of Bullying and Health Risks Prevention Whole Community Three-Tier System of Bullying Prevention Public Health Policy Conclusion References Chapter 87 Towards a Detection of Bullying Related Morbidity Abstract Introduction Methods Recommendations Objectives Elements and ways Discussion Conclusion Appendix 1 questions about you being bullied Appendix 2. Hypothetical clinical vignette with physician-patient dialogue about bullying Appendix 3. Medical statement advocating for school intervention Appendix 4. Algorythm strategy for intervention and treatment of bullying related morbidity References Chapter 88 Coping Strategies of Secondary School Students Experiencing Bullying: Frequency, Type of Bullying and Psychosocial Difficulties Abstract 1. Introduction 2. Method 2.1. Participants and Procedure 2.2. Instruments 2.2.1. Bullying Information 2.2.2. Coping with bullying 2.2.3. Disclosure of Bullying 2.2.4. Reactions towards a Bullied Classmate Definition of the Bulling Profile (Bully Victim Status Type) 2.2.5. Psychosocial Well Being 2.3. Statistical Analysis 3. Results 3.1. Bullying Information 3.2. Frequency of Victimization 3.3. Forms of Bulling across Gender, School Year and Frequency of Victimization 3.4. Coping Strategies across Frequency of Victimization, Gender, and School Year 3.5. Disclosure 3.5.1. Disclosure across Bullying Profile Group 3.6. Fear of Being Bullied 3.7. Reactions towards a Bullied Classmate 3.8. Psychosocial Difficulties 4. Discussion 4.1 Frequency of Bullying and Coping 4.2. Coping and Bullying Profile Group 4.3. Gender and Age in Relation to Coping 4.4. Disclosure and Bullying 4.5. Reactions to a Student Being Bullied and Bullying Profile 4.6. Psychosocial Well Being, Bully Status Type and Students’ Coping References Chapter 89 Parental Views of Children's Bullying Experience, Coping Strategies and their Association with Parenting Practices Abstract Introduction Review of Coping Theories Bullied Students’ Coping Strategies Parental Views and Strategies Regarding Bullying Why Parental Views Are Important? Coping Strategies Suggested by Parents Parenting Practices The Present Study Method Participants Procedures Statistical Analysis Measurements 1) Questionnaire on the Experience of Bullying According to Parents’ Views 2) Questionnaire on the Coping Strategies of the Bullied Children According to Parents’ Views 3) Questionnaire on Parental Coping Strategies Recommended for a Bullied Child 4) Questionnaire on the Parental Coping Strategies for Bullied Children and Bullies 5) Questionnaire on Parenting Practices Results 1. Descriptive Characteristics of Parental Views Regarding Bullying Frequency, Coping, and Parenting Practices Experience of Bullying According to the Parents’ Views Coping Strategies of Bullied Children According to Parents’ Views Recommended Parental Coping Strategies for a Child Being Bullied Parental Coping Strategies for Bullied Children and Bullies Parenting Practices 2. Associations between Parenting Practices and Coping Parenting Practices and Bullying Experience Correlations between Parenting Practices, Bullied Children’s Coping according to their Parents and Recommended Coping when a Child Is Being Bullied Parents whose Children Are Bullied vs Children who Are not Involved Parents Whose Children Are Bullies vs. Children who Are not Involved Discussion Experience of Bullying According to Parents’ Views Bullied Children’s Coping Strategies (Parental Views) Recommended Parental Coping Strategies to a Child Being Bullied Parental Coping Strategies in Relation to the Bully Status: Victim vs. Bully Parenting Practices, Experience of Bullying and Coping Implications of the Study References Chapter 90 Bullying in Childhood and Adolescence: Modifying Factors, Impact on Psychosocial Well-Being, and Intervention Strategies Abstract Introduction Predictors of Involvement in Bullying Consequences of Involvement in Bullying Internalizing Symptoms Suicidal Ideation and Suicide Attempts Externalizing Problems Health Problems Other problems Limitations Intervention Strategies Kiusaamista Vastaan (KiVa) (Salmivalli & Poskiparta, 2012) The Bernese Program (Be-Prox) (Alsaker & Valkanover, 2012) Transtheoretical-based Tailored Anti-bullying Program (Evers, Paiva, Johnson, Cummins, Prochaska, & Gokbayrak, 2012) South Carolina Program (Melton, Limber, Flerx, Nation, Osgood, Chombers, & Olweus, 1998) Bully-Proofing Your School (BPYS) (Menard, Grotpeter, Gianola, & O'Neal, 2007) Toronto Anti-bullying Program (Pepler, Craig, Ziegler, & Charach, 1994) Norwegian Anti-Bullying Program (Galloway & Roland, 2004) SAVE (Ortega, Del Ray, & Mora-Merchan, 2004) Kia Kaha (Raskauskas, 2007) Respect Program (Ertesvag & Vaaland, 2007) Finnish Anti-Bullying Program (Salmivalli, Kaukiainen, & Voeten, 2005) Conclusion Acknowledgments References Chapter 91 School Bullying and Health Problems: A Developmental Examination of Predictive and Protective Factors and Coping Strategies Abstract Introduction Bullying and Health Problems Mental Health Problems Physical Health Problems Risk and Protective Factors Previous Bullying Involvement Personality and Individual Differences Social Support Family-level Factors Physiological Factors Genetics Coping Strategies Conclusion References Chapter 92 The Implementation of a Statewide Bullying Prevention Program and Its Impact on Schools and Communities Abstract Introduction Methods Results References Chapter 93 Personal and Environmental Predictors of School Bullying and its Emotional Consequences Abstract Overview PersonalValues and Bullying Exposure to Interparental Violence and Bullying Exposure to Community Violence and Bullying Bullying and Emotional States Aims and Hypotheses Method Participants Measures Procedure Results Discussion Gender and Age Differences Personal Values, School Bullying and Emotional States InterparentalViolence, School Bullying and Emotional States Community Violence, School Bullying and Emotional States School Bullying and Emotional States Limits and Implications of the Study Author Note References Chapter 94 Bullying/Victimization in Preschool Children: Intrapersonal and Contextual Factors Abstract Introduction Theoretical Background Bullying in Preschool Children – Prevalence Rates Preschool Children’s Perception of “Bullying/Victimization” Measuring Bullying in Preschool Children Physical Environment and Bullying Bullying Episodes on the Playground Bullying Episodes in the Classroom Socio-Cognitive Correlates Theory of Mind Empathy Social Information Processing Social Status Scope of the Present Study Method Participants Procedure Naturalistic Observations Assessment of Socio-Cognitive Correlates Social Preference Results Prevalence of Central Participant Roles Socio-Cognitive Abilities Social Status Analyses of Bullying Episodes’ Background Interaction between Aspects Related to Bullying Episodes Discussion Educational Implications Limitations - Future Research Conclusion Appendix Scoring/Coding Criteria for Identifying Bullying Episodes References Chapter 95 Discordances in Adolescents' Adoption of Perspectives on Bullying, and their Importance for Dealing with the Problem Abstract Introduction How Adolescents Define School Bullying Differences in Adolescents' Perceptions of the Manifestations of Bullying The student's Gender as an Explicative Factor of the Variability in the Perception of Bullying How the Student's Age Influences Their Perception of Bullying How the Adolescent's Role in Bullying Situations Affects Their Perspectives on the Phenomenon: An Empirical Study Delineating the Criteria Identifying Bullying Gender Differences in the Perception of Bullying Identification of Aggressors, Victims, and Witnesses The Aggressors' Perception of Bullying The Victims' Perception of Bullying The Witnesses' Perception of Bullying Gender Differences in the Perception of Bullying As a Function of the Role Played Differences in the Perception of Bullying as a Function of the 'Frequency of Aggression' and 'Role Played' Conclusion References Chapter 96 Why Do Bullies Bully? Reputation as a Predictor of Bullying Abstract Introduction Reputation Enhancement Theory Reputation Enhancement Theory As a Social Psychological Motivation in Bullying Reputation Enhancement Theory and Those Who Bully Alone Is Reputation Enhancement Theory a Social Psychological Motivation in Cyberbullying? Implications for Education References Chapter 97 The Role of Father Involvement in Children’s Bullying Behavior: An Overview of the Literature Abstract Description of Bullying Consequences of Bullying The Relationship between Parental Behavior and Bullying/Victimization The Role of Father in the Mental Health of the Child The Distinct Role of the Parents Paternal Contribution to the Development of the Child Father Involvement and Bullying Implications for Practice Conclusion References Chapter 98 Bullying Victimization among In-School Adolescents Abstract Introduction Our study Findings Discussion Conclusion Acknowledgments References Chapter 99 Children, Violence and Bullying Abstract Introduction Trends in adolescent homicide Trends in adolescent suicide Trends in non-fatal violence Trends in school violence Examples from our daily practice Home visitation Conclusions References Chapter 100 Botswana: Bullying Victimization among School-Going Adolescents Introduction Our study Findings Discussion Conclusions Acknowledgments References Chapter 101 Workplace and Bullying Abstract Introduction A Story Discussion References Chapter 102 Student Bullying: Overview of Research, Federal Initiatives, and Legal Issues* Summary Introduction Significance for Congress Report Roadmap Definitions of Bullying and Cyber-Bullying Estimates of the Prevalence, Predictive Factors for, and Consequences of Bullying Prevalence of Bullying Student Bullying Research on the Precursors for, and Impacts of, Bullying Efficacy of Anti-Bullying Programs State Bullying Legislation School Responsibilities Regarding Bullying Focus on Cyber-Bullying ED Dear Colleague Letter: School Responsibilities Regarding Bullying that Rises to the Level of Discriminatory Harassment Harassment Based on Disability Response to Dear Colleague Letter Federal Agency Efforts on Bullying Interagency Initiatives Legal Issues Federal Law State Law Cyber-Bullying Constitutional Considerations First Amendment: Freedom of Speech Fourteenth Amendment: Due Process Appendix. End Notes Chapter 103 White House Conference on Bullying Prevention* Preface Risk Factors for and Outcomes of Bullying and Victimization Prevalence of Bullying and Victimization Individual Risk Factors Gender Grade Level Ethnicity Religious Orientation Socioeconomic Status Poor Social Skills Superior Social Skills Low Academic Achievement Sexual Orientation Disability Status Externalizing Behavior Internalizing Symptoms Peer Group Risk Factors Homophily Peer Norms Delinquency Alcohol/Drug Use School Risk Factors School Climate Teacher Attitudes Classroom Characteristics Academic Engagement School Belonging Family Risk Factors Parental Characteristics Family Discord Community Risk Factors Neighborhoods Societal Risk Factors Media Intolerance Outcomes of Bullying and Victimization Biological Educational Psychological Conclusion References Findings from the National Education Association’s Nationwide Study of Bullying: Teachers’ and Education Support Professionals’ Perspectives Executive Summary Introduction Key Findings from the NEA Bullying Study Conclusion and Implications References Appendix Overview of Cyberbullying Where Does Cyberbullying Commonly Occur? How Much Cyberbullying Is out There? What Are Some of the Negative Effects That Cyberbullying Can Have on a Person? How Is Cyberbullying Different from Traditional Bullying? Why Is Cyberbullying Becoming a Major Issue? What Can Parents Do? What Should Schools Do to Prevent Cyberbullying? What Should Schools Do to Respond to Cyberbullying? How Is Cyberbullying and School Climate Related? What Can Youth Do? What Can Bystanders Do? What Can Law Enforcement Do? References Bullying and Children’s Peer Relationships Two Social Worlds of Bullying The Bully-Victim Relationship Peer Relationships That Promote and Prevent Bullying Classroom and School Climate Managing School Social Networks to Prevent and Intervene in Bullying References Effective Strategies in Combating Bullying What Is the Link between Bullying and School Climate? What Are Common Outcomes of Bullying Prevention Programs? What Works in Bullying Prevention and Intervention? Multi-Tiered Prevention Approaches School-Wide Prevention Activities Involving Families and Communities Integrating and Sustaining Prevention Efforts What are Some Specific Evidence-Based Bullying Prevention Programs? What Strategies May Be Ineffective or Potentially Damaging? What Factors Are Important to Consider When Implementing Prevention Programs? What Additional Research Is Needed to Improve Our Understanding of the Most Effective Strategies for Combating Bullying? References Reducing the Effectiveness of Bullying Behavior in Schoolsvi,vii 1. What Do We Know about Preventing Violence in Schools? 2. What Is “Positive Behavioral Interventions and Supports? 3. How Does School-Wide PBIS Relate to the Prevention of Bullying Behavior? 4. What Is the PBIS Approach to Preventing Bullying Behavior? 5. What Costs Are Associated with Implementing School-wide PBIS? 6. Does PBIS Work Better with Different Groups, Settings, or Contexts? 7. What Does School-wide PBIS Look Like When Bullying Behavior Needs to be Addressed? 8. Where Can More Information About PBIS Be Found? References Bullying and the Lesbian, Gay, Bisexual, Transgender, Questioning (LGBTQ) Community What Do We Know About Rates of Bullying for LGBTQ Students? Are LGBTQ Students More at-Risk for Certain Outcomes Related to Bullying Than Their Heterosexual Peers? School Engagement Suicidal Ideation/Attempts What Challenges Do LGBTQ Students Face Around Bullying That Are Unique from Other Populations? Are There Examples of Strategies, Services, and/or Programs That Are Effective for Preventing and Intervening in Bullying for LGBT Students? References Bullying and Students with Disabilities Background Literature Review Who Qualifies as a Student with a Disability? Bullying and Existing Disability and Special Education Laws Policy Recommendations Recommendations for School and Classroom Level Change Recommendations across the Lifespan Recommendations at the Federal Level References Dear Colleague Letter: Bullying and Harassment Title VI: Race, Color, or National Origin Harassment Title IX: Sexual Harassment Title IX: Gender-Based Harassment Section 504 and Title II: Disability Harassment Secretary of Education Bullying Law and Policy Memo Anti-Bullying Policies: Examples of Provisions in State Laws I. Purpose Statement II. Statement of Scope III. Specification of Prohibited Conduct IV. Enumeration of Specific Characteristics V. Development and Implementation of LEA Policies VI. Components of LEA Policies A. Definitions B. Reporting Bullying C. Investigating and Responding to Bullying D. Written Records E. Sanctions F. Referrals VII. Review of Local Policies VIII. Communication Plan IX. Training and Preventive Education X. Transparency and Monitoring XI. Statement of Rights to Other Legal Recourse End Notes End Notes for Dear Colleague Letter: Bullying and Harassment; Secretary of Education Bullying Law and Policy Memo Chapter 104 Correlates of Bullying Victimization among In-School Adolescents in the 2005 Botswana Global School-Based Health Survey Abstract Introduction Methods Ethical considerations Data analysis Results Discussion Limitations and strengths of the study Conclusion Acknowledgments References Chapter 105 Bullying Behaviour Following Students’ Transition to a Secondary Boarding School Context Abstract Introduction Our study Measures Statistical analysis Findings Boarders vs non-boarders: Target of bullying Perpetrator of bullying Target/perpetrator of bullying Boarders, gender and bullying behavior Type of bullying experienced by boarders Types of bullying perpetrated by boarders Help seeking and bystander behaviour and perceptions of staff Discussion Strengths and limitations Acknowledgments References Chapter 106 Bullying, Cyberbullying, Depression and Suicide Ideation Abstract Introduction Our study Procedure Measures Analysis Findings Discussion Acknowledgments References Chapter 107 Addressing Bullying of Student Nurses on Clinical Placements: The ARRCA Resolution Model Abstract Introduction Background The Nature of the Problem The ARRCA Resolution Model Application of the AARCA Resolution Model Discussion Conclusion References Chapter 108 Occupational Stress as an Antecedent of Workplace Bullying in the Education Sector Abstract 1. Workplace Bullying, a Heterogeneous Phenomenon 2. Workplace Bullying among Teachers 3. Method 3.1. Data Collection and Sample 3.2. Measures 3.3. Data Analysis 4. Results 4.1. Measurement Model 4.2. Structural Model 5. Discussion Conclusion References Chapter 109 Spanish Parenting Styles and Adolescent Bullying Abstract Family Socialization Styles As Protective or Risk Factors for Bullying Studying the Influence of Parenting Styles on Bullying Results of the Study Conclusion References Chapter 110 Peer-to-Peer Violence and Bullying: Examining the Federal Response* Letter Of Transmittal Section 1. Executive Summary Section 2. Introduction and Background Peer-to-Peer Violence in K-12 Public Schools What Is Bullying? What Harassment Is Subject to Federal Jurisdiction? Peer-to-Peer Violence Generally10 Sex Race/National Origin Disability Lesbian, Gay, Bisexual, and Transgender (LGBT)72 Religion Legal Protections Title IX Title VI Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act Section 3. Federal Enforcement Efforts: The Department of Education The Department of Education’s Civil Rights Complaint Processing System Evaluation of Complaints Investigation of Complaints Early Complaint Resolution Resolution of Complaints Initiating Enforcement Actions OCR Complaint Processing System: Statistical Data by Calendar Year Race/National Origin Sex Disability Sexual Orientation/Gender Identity & Religion Section 4. Federal Enforcement Efforts: The U.S. Department of Justice Educational Opportunities Section Investigation Process Available Complaint Information by Calendar Year Race/National Origin Sex Disability Religion Sexual Orientation/Gender Identity Section 5. The U.S. Department of Education’s Dear Colleague Letter Section 6. Jurisdiction: Peer-to-Peer Violence Related to LGBT Status and Religion Title IX and Peer-to-Peer Violence Related to Sexual Orientation or Gender Identity Title VI and Peer-to-Peer Violence Related to Religion Section 7. Additional Concerns Related to the Federal Response Enforcement Standards Federalism First Amendment Findings and Recommendations Findings Recommendations Commissioner Statements and Rebuttals Statement of Chairman Martin R. Castro Introduction Why Is the Commission Concerned About Peer-to-Peer Violence and Bullying? A Comprehensive, Consistent Approach Is Needed Culturally and Linguistically Appropriate Protections for Limited English Proficient Persons Neutrality Policies Are Anything But Neutral Statement of Vice Chair Abigail Thernstrom Data School Culture A Federal Fix? First Amendment Issues Religion Statement of Commissioner Roberta Achtenberg Introduction1 Findings Recommendations Conclusion Dissent and Rebuttal Statement of Commissioners Gaziano and Kirsanow, with Which Commissioner Heriot Concurs Overview An Analysis-Free Report Irrelevant, Unreliable, and Conflicting Data OCR’s Attempt to Expand Its Authority Through Creative Interpretation Serious First Amendment Concerns Discrimination Based on Sexual Orientation Is Effectively Covered under Title IX Rebuttal to Statements by Other Commissioners Is Greater Federal Involvement in K-12 Bullying Helpful or Counterproductive? A. Leaps of Logic in the Concurring Statements B. Reasons Why Greater Federal Intervention May Be Counterproductive Problems with the Data Cited in Concurring Commissioner Statements Sexual Minority Stress Theory “Neutrality” Policies Religion Commissioner Yaki’s Statement Dissenting Statement of Commissioner Gail Heriot, with Which Commissioners Peter Kirsanow and Todd Gaziano Concur I. Background to the Report: A Twice-Told Tale Rather Than an Investigation II. The Federal Government is Ill-Suited to the Role of Controlling Schoolyard Bullies III. Nothing in the Statements of the Commission Members Who Voted for the Report Justifies Making a Federal Issue Out of Schoolyard Bullying IV. Some of the Literature Cited in Commissioners’ Statements and in the Report Needs at Minimum to be Put in Perspective Statement of Commisioner Michael Yaki End Notes for Statement of Chairman Martin R. Castro End Notes for Statement of Vice Chair Abigail Thernstrom End Notes for Statement of Commissioner Roberta Achtenberg End Notes for Dissent and Rebuttal Statement of Commissioners Gaziano and Kirsanow, with Which Commissioner Heriot Concurs End Notes for Dissenting Statement of Commissioner Gail Heriot, with Which Commissioners Peter Kirsanow and Todd Gaziano Concur End Notes for Statement of Commisioner Michael Yaki Chapter 111 Bullying Victimization in School Adolescents Abstract Introduction Our Study Findings Factors associated with being a victim of bullying Discussion Acknowledgment References Chapter 112 Mother Blame: The Resilience and Decision-Making Abilities of Mothers with a School-Aged Child Who Has Been Accused of Bullying Abstract Introduction Purpose of the present study Method Participants Variables Materials Procedure Analysis Hypotheses Results Resilience Coping Social support Decision-making Discussion Resilient abilities The impact of bullying on the mother’s social identity Implications for bullying intervention programs Limitations and Directions for Future Research Conclusion Recommendations References Chapter 113 Bullying and Victimization in Adolescence: Characteristics and Risk Factors Abstract Introduction Prevalence of Bullying Consequences of Bullying Main Risk Factors Personal Factors Family Factors School Factors Social and Cultural Factors References Chapter 114 Victims of School Bullying: Predictors and Outcomes Abstract Introduction Individual Risk Factors Familial Risk Factors Peer Risk Factors School and Community Risk Factors Intervention Programs Socio-Emotional Outcomes Implications for Researchers, Scholars, Policy Makers, and Practitioners Conclusion References Chapter 115 Bullying Victimization in Benin: Prevalence and Its Correlates among In-School Adolescents Abstract Introduction Methods Study design, sample size and sampling Data collection Data analysis Results Factors associated with being a victim of bullying Discussion Acknowledgments References Chapter 116 Bullying Behaviour Following Students’ Transition to a Secondary Boarding School Context 1Health Promotion Evaluation Unit, University of Western Australia, West Perth 2Telethon Institute for Child Health Research, University of Western Australia, West Perth and School of Exercise and Health Sciences, Edith Cowan University, Joondalup, Western Australia, Australia Abstract Introduction Methods Measures Statistical analysis Results Boarders vs non-boarders: target of bullying Perpetrator of bullying Target/perpetrator of bullying Boarders, gender and bullying behavior Type of bullying experienced by boarders Types of bullying perpetrated by boarders Help seeking and bystander behaviour and perceptions of staff Discussion Strengths and limitations Acknowledgments References Chapter 117 Bullying, Cyberbullying, Depression and Suicide Ideation among Youth: Comparing Online to Paper-and-Pencil Questionnaires School of Psychology, Interdisciplinary Center (IDC), Herzliya, Schneider Children's Medical Center, Petach Tikva and Sackler School of Medicine, Tel Aviv University, Tel Aviv, Israel Abstract Introduction Methods Procedure Measures Analysis Results Discussion Acknowledgment References Chapter 118 Bullying: Parenting Styles in Victims and Aggressors Abstract Introduction Protective Family Factors against Violence: Communication, Love, Support, Parental Involvement … Parental Education Styles: Influence on Victimization and Perpetration of Bullying Objectives and Hypotheses Method Participants Measures Design and Procedure Results Degree of Parental Acceptance/Involvement and Coercion/Imposition in Victims and Aggressors of Bullying Bullying: Parenting Styles of Victims and Aggressors Conclusion Acknowledgments References Chapter 119 Homophobic Bullying: An Old Problem Only Recently Brought to Light Abstract 1. Introduction 2. Bullying and Cyberbullying 3. Homophobic Bullying as a Specific Phenomenon 3.1. Homophobia in the School 4. Prevalence of Homophobic Bullying Consequences Conclusion Acknowledgments References Chapter 120 The Role of Attachment Styles in the Development of Aggressive Behavior Among Peers: An Overview on Homophobic Bullying with a Victim’s Report Abstract Attachment and Aggressive Behavior Toward Peers Bullying in Adolescence Characteristics of the Bully and His Victim Homophobic Bullying: Definitions and Influential Factors Homophobic Bullying: A Victim’s Report References Chapter 121 Suicidal Behavior in Association with in-School Bullying in African American Youth Abstract Introduction Methods Results Discussion Limitations Recommendations References Chapter 122 Biopsychosocial Differential Predictors of Suicide and Bullying Abstract Suicidality and Bullying Biopsychosocial Model Biological Factors Sex Psychological Factors Self-Esteem Depression Optimism Social Sense of School Belongingness Closeness to Parents Closeness to Friends Current Study Methods Participants Measures Biological Factors Grade Point Average Psychological Factors Self-Esteem Depression Optimism Social Factors Sense of School Belongingness Closeness to Mother and Father Closeness to Friends Results Biological Factors Sex Grade Point Average Psychological Factors Self-Esteem Depression Optimism Social Factors Sense of School Belongingness Closeness to Mother Closeness to Father Closeness to Friends Discussion References Chapter 123 Modeling Bullying Propagation in Greece 1Centro de Ingeniería Económica 2Instituto de Matemática Multidisciplinar, Universitat Politècnica de València, Valencia, Spain Abstract Introduction Study Population Modeling Transition Coefficients Mathematical Model and Simulations Results Sensitivity Analysis Comparison between Greece and Spain Conclusion References Chapter 124 Addressing the Problems of Bullying in Schools in the United Arab Emirates Country Context Introduction UAE Program Methods of Assessment The Tools The Samples Results Estimates of Bullying Prevalence Estimates of the Effects of the Intervention 1. Changes in Responses to Forms of Bullying 2. Changes in Scale Measures of Overall Bullying 3. Changes for Schools How Safe Did Students Feel at School? Did Students Feel Safer After the Intervention? Did the Students Report Being More Pro-Social Following the Intervention? Evaluations of the Intervention by Students Evaluative Comments from Students Discussion Conclusion What’s Next? Acknowledgments References Chapter 125 Homophobic and Sexual Minority Bullying: Research, Education and the Future Sexual Minority Bullying, Prevalence and Mental Health Homophobic Bullying and Heterosexual Privilege The School Environment The Situation in Ireland Conclusion References Chapter 126 Individual Level of Predictors of Face to Face Bullying: The Fındings of a Two-Wave Longitudinal Study Abstract 1. Introduction 1.1. Age and Bullying 1.2. Gender and Bullying 1.3. Media Use and Bullying 1.4. Popularity and Bullying 1.5. Prosocial Behaviors and Bullying 1.6. Theoretical Background 2. Methods 2.1. Participants 2.2. Measurement Tools 2.2.1. New Media Use 2.2.2. Face-to-Face Bullying and Prosocial Behavior Scale (Wright, Li, & Shi, 2014) 2.2.3. Cyberbullying and Cyber-Prosocial Behavior Scale (Wright, & Li, 2012) 2.2.4. Self-Perceptions of Status (Mayeux & Cillessen, 2008) 2.3. Procedure 3. Results 3.1. Incidence and Prevalence of Bullying in Time 1 and Time 2 3.2. Longitudinal Associates of Bullying in Time 2 4. Discussion 4.1. Implications 4.2. Conclusion References About the Author Chapter 127 Experiences and Meanings of Bullying Among Bullies, Victims, and Bystanders in an All-Girls School Abstract Introduction Conceptual Framework Purpose of the Study Methodology Research Design Sampling Procedure Participants of the Study Identified Bullies Identified Victims Identified Bystanders Research Instruments Data Gathering Procedure Explicitation of Data Validity and Credibility Results and Discussion The Bullying Experiences Meaning of the Lived Bullying Experiences The Ones Who Bullied The Ones Who Are Bullied The Ones Who Witnessed Bullying Conclusion Recommendations References About the Author Chapter 128 Parents’ Perceptions about Bullying Abstract Introduction Previous Research about Parents’ Perceptions Regarding Bullying Parents’ Role in Bulling Prevention Methodology Results Conclusion References About the Authors Chapter 129 Bullying or Peer Abuse Abstract Introduction Recent Studies Actors in Bullying The Victim The Aggressor The Witnesses Site of Occurrence of the Phenomenon Modalities of Bullying Extreme Actions Intervention of the Parents What Should Be Done Once the Diagnosis Is Established? Preventive Program Basic Actions Initial Activity Specific Actions Procedure Students A. Actions of the Administrative Authority B. Actions of School Teachers C. Actions of the Teachers Assigned to Surveillance D. Actions of the Students E. Parents Final Considerations and Strategies References Chapter 130 Conceptualization of Anti-Bullying Strategies: Key Aspects in Every Curriculum Area Abstract Introduction Perspective The Purpose of the Chapter Methodology The Conceptual Framework Characteristics of Bullying Repetition Intent to Harm Power Inequity Types of Bullying Theoretical Framework Social Capital Theory Dominance Theory The Theory of Humiliation Organizational Culture Theory Anti-Bullying Strategies Creating a Positive School Environment as Prevention Immediate, Individualized, and Consistent Intervention Strategies Barriers to Effective Bullying Prevention Conclusion Recommendation Impact in the School References Chapter 131 Cyber Bullying Participation Roles: Examining the Relationship between Empathy and Psychopathy Abstract Introduction Review of the Literature Cyberbullying Empathy Psychopathy Methods Participants Instrument CyberBullying Empathy Psychopathy Analysis Plan Results/Findings Multinomial Logistic Regression Results Conclusion References Biographical Sketches Chapter 132 Aggression as a Developmental Disorder: From Bullying to Adult Delinquency Abstract Introduction Methodologies Terminological Considerations Anthropological Approach Developmental Theory Neurobiological Proof of Assaultiveness Forensic Approach Vignettes Pharmacological Approach Conclusion References Chapter 133 Peer Assault: Problems Associated with Bullying Abstract Introduction Who Is the Bully? Who Is Being Bullied? Authoritative Roles and the School Environment Cyber Bullying Sibling Bullying Workplace Bullying Problems Caused by Bullying Recommendations to Reduce Bullying and Its Effects Conclusion References Chapter 134 Sexual, Physical and Psychological Aggression Linked to New Means of Communication: Child Pornography, Cyber-Grooming and Cyber-Bullying 1Forensic Department, University Hospital Center of Tours, France 2Psychiatry Department, University Hospital Center of Tours, France Abstract Keywords: Internet, child pornography, cyber-bullying, cyber grooming, offender, victim Introduction Changes in society have led to significant shifts in behavior. New electronic means of communication enable messages to be sent instantaneously anywhere in the world and reach a very large number of people (Çetin, 2011). This has had an impact on both... Child Pornography Characteristics of Child Pornography Images Child Pornography Users Child Pornography Victims Online Sexual Grooming Characteristics of Online Grooming New means of communication enable instantaneous discussions to take place at a distance. This makes fantasies seem almost real (Quayle, 2011; Whittle, 2012). Two of three profiles identified by Elliott and Beech (2009) can be found among online groome... Online Groomers Davidson and associates (2011) defined an online groomer as someone who initiates contact with a child through the Internet with the intention of establishing a sexual relationship, involving cyber-sex or sex with physical contact (Davidson, 2011; Qua... The fantasy-driven group like those who download pedophile images (characteristics often found in the same person), unlike the perpetrators of sexual assault, generally show few criminal characteristics (Quayle, 2011). They spend a lot of time on the ... Victims of Online Grooming Cyber-Bullying Bullying is a wide-spread phenomenon found in all areas of social life and affecting people of all ages. Underlying factors motivating this behavior are complex. Like the two offences described above, the use of new means of communication has transfor... The Characteristics of Cyber-Bullying Cyber-Bullies The virtual aspect of this aggression has modified the profiles of bullies. Some are described as inhibited, without social ties, and generally addicted to the Internet, at the same time needing stimulation and personal satisfaction that they find thr... There appears to be a link between the aggressive attitude of a child and the likelihood that he/she will become a bully in adolescence. An aggressive child is generally rejected, while an aggressive adolescent is often feared and respected (Stassen B... Victims of Cyber-Bullying Conclusion References Chapter 135 From the Trenches: Cyberbullying and Beyond Introduction From “Traditional” Bully/Victim Problems to Cyberbullying ... and Beyond Chapters and Focus Chapter 2: How Research on Cyberbullying Has Developed Chapter 3: Conceptual and Definitional Issues Regarding Cyberbullying: A Case for Using the Term Cyber Aggression? Chapter 4: Prevalence Rates of Cyberbullying from a Cross-National Perspective: Definitional and Methodological Issues Chapter 5: Cyberbullying among Children and Adolescents: A Quantitative and a Qualitative Approach to Gender Differences Chapter 6: Re-Thinking Well-Being Measures in Bullying and Cyberbullying Research Chapter 7: Physical Proximity, Social Distance, and Cyberbullying Research Chapter 8: The EU Kids Online Project: The Importance of Large Scale Cross-National Research Chapter 9: Cyberbullying in South Korea Chapter 10: Needs, Determinants, Coping, and Stand-Alone Interventions Chapter 11: Coping with Cyberbullying Chapter 12: Cyberbullying and Mental Health: Internet-Based Interventions for Children and Young People Chapter 13: The Australian Perspective: Efforts to Counter Cyberbullying Chapter 14: Teachers’ Perceptions of Cyberbullying in Irish Secondary Schools Chapter 15: Concluding Thoughts: Where Are We Now and Where to Next? References Chapter 136 How Research on Cyberbullying Has Developed Introduction Method Results : Step 1 Analyses Year of Publication Number of Authors National Affliation of Authors Cross-National and Cross-Continental Research Type of Article Results : Step 2 Analyses Discussion Types of Research Definitional or Measurement Issues Longitudinal Data Qualitative Data Prevalence Rates Age Differences Gender Differences Country Comparisons Disability/Minority Groups Other Risk Factors or Predictors of Involvement Outcome Variables Peer Groups, Social Dynamics, Bystanders Teachers Parents Siblings Legal Issues Coping Strategies Resources and Interventions Conclusion References Chapter 137 Conceptual and Definitional Issues Regarding Cyberbullying: A Case for Using the Term Cyber Aggression? Introduction Theories of Aggression Types of Aggression Bullying Operationally Defining Bullying Methods and Motivations of Bullying Defining Cyberbullying Issues When Measuring Bullying Cyberbullying or Cyber Aggression? Conclusion References Chapter 138 Prevalence Rates of Cyberbullying from a Cross-National Perspective: Definitional and Methodological Issues Introduction Factors Influencing the Development of a Cyberbullying Definition Overlap of Cyberbullying and Traditional Bullying Cross National Prevalence Rates of Cyberbullying Factors Influencing Methodologies of Cyberbullying Research Conclusion References Chapter 139 Cyberbullying among Children and Adolescents: A Quantitative and a Qualitative Approach to Gender Differences Introduction Gender as a Cultural Construct and Its Relationship with Aggressive Behaviours The Role of Gender in Cyberbullying among Children and Adolescents Gender-Based Differences in Cyberbullying Overall Gender-Based Differences in Cyberbullying Gender-Based Differences in Specific Types of Cyberbullying Same-Sex and Cross-Sex Cyberbullying Students’ Perceptions of Gender and Cyberbullying Conclusion References Chapter 140 Re-Thinking Well-Being Measures in Bullying and Cyberbullying Research Introduction Bullying and Cyberbullying How We Can Conceptualise and Measure Well-Being How We Can Conceptualise and Measure Health The Advantages of Thinking About Well-Being and Positive Health in Anti-bullying Research Conclusion References Chapter 141 Physical Proximity, Social Distance and Cyberbullying Research Introduction Proximity and Aggressive Behaviour Social Distance, Aggressive Behaviour and Cyberbullying The Case for Diverse Approaches in Cyber-Bullying Research Conclusion References Chapter 142 The EU Kids Online Project: The Importance of Large Scale Cross-National Research Introduction Safer Internet Research in Context The EU Kids Online Survey Individual Level (Child as Unit) Family Level (Household as a Unit) Cross-Cultural/Cross-National Perspectives (Country as a Unit) Offline vs. Online Victims and Perpetrators Trends of Bullying Online and Offline Conclusion References Chapter 143 Cyberbullying in South Korea Introduction Terms for Bullying and Cyberbullying Definition Types of Cyberbullying Prevalence of Bullying and Cyberbullying Incidence of Cyberbullying Perpetrating Cyberbullying Gender Differences of Perpetrating Cyberbullying Who Participates in Cyberbullying? Reason for Perpetrating Cyberbullying How Do Pupils Feel after Cyberbullying/Being Cyberbullied? Being a Victim of Cyberbullying Gender Differences among Those Cyberbullied Responses after Being Cyberbullied Whether the Coping Strategies Were Effective? Feeling after Being Cyberbullied Witnessing Cyberbullying Reasons for Not Responding to Cyberbullying Related Variables Individual Factors Home Environmental Factors School Environmental Factors Perception Prevention and Intervention Conclusion References Chapter 144 Needs, Determinants, Coping and Stand-Alone Interventions Introduction Needs assessment Factors Influencing the Variation in Cyberbullying Prevalence How to Choose an Instrument to Measure Cyberbullying Involvement Time Frame to Assess Cyberbullying Important and Changeable Determinants That Increase Vulnerability for Negative Outcomes Evidence Based Coping Strategies to Prevent Cyberbullying: What Works? Coping Strategies in Relation to Health Outcomes: What Do We Know? Effectivity of Coping Strategies: Personality Traits and Context Do We Have Enough Insight in Effectiveness of Coping Strategies to Advise Cyberbully Victims? Is It Possible to Advise Children and Young People? Is It Necessary to Tailor Advice for Children and Young People? Stand-Alone ICT Interventions Stand-Alone ICT Interventions to Prevent and Combat Cyberbullying: Theoretical and Evidence-Based Methods Stand-Alone ICT Interventions: Important Conditions to Let It Work References Chapter 145 Coping with Cyberbullying “Old Wine, New Bottles”: The Challenge of New Technology Coping with Psychological Distress Coping with Traditional Bullying: What Works? Coping with Cyberbullying and Aggression: A Different Ball Game Prevention and Intervention: Anti-Bullying and Anti-Cyberbullying Initiatives Cross-National Collaboration: Forging Ahead in the Best Interests of the “Always-on Generation” Policing the Wild West: Is Cyberbullying Legislation the Answer? Conclusion References Chapter 146 Cyberbullying and Mental Health: Internet-Based Interventions for Children and Young People Introduction Cyberbullying: The Impact on Mental Health Interventions to Prevent and Combat Cyberbullying and Its Negative Consequences Internet-Based Mental Health Interventions Internet-Based Interventions for Cyberbullied CYP with Mental Health Problems Conclusion References Chapter 147 The Australian Perspective: Efforts to Counter Cyberbullying Introduction Definition Prevalence Research Consequences Motives Bystanders Prevention and Intervention Efforts in Australia Media in Australia Legal Responses Policy Teacher Training Advice and Resources Non-Government Agencies Research Projects Cyber Friendly Schools Beyond Bullying Research on Legal Interventions Safe and Well Project Conclusion References Chapter 148 Teachers’ Perceptions of Cyberbullying in Irish Secondary Schools Introduction Bullying and Cyberbullying: What’s the Difference? Irish Secondary School Teachers and Cyberbullying Method Design Participants Materials Quantitative Materials Qualitative Materials Procedure Results Quantitative Findings General Awareness and Skills in Addressing Cyberbullying Concern about Cyberbullying Confidence in Dealing with Cyberbullying Prepared to Deal with Cyberbullying Importance of School Commitment The Impact of Cyberbullying Prevention Strategies Qualitative Findings Gender Differences Short and Long Term Effects Proactive and Passive Responding Insufficient Training on Cyberbullying Role of Parents and Communities Conclusion References Chapter 149 Concluding Thoughts: Where Are We Now and Where to Next? Introduction Back to Basics: Definitions, Measurement, and Determinants Approaching Cyberbullying with a Different Perspective The Importance of Cross-National Research and Cultural Context Coping and Intervention Conclusion Index Blank Page