Facts About Bullying
PREVNet/SAMHSA Factsheets
Age Trends in the Prevalence of Bullying
Rates of bullying vary at every age depending on the type of bullying and gender. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of age trend in the prevalence of bullying.
Assessment of Bullying and Victimization
Assessments provide the baseline for understanding the nature and extent of bullying problems and a foundation for developing prevention and intervention programs. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes a description of what an assessment is, critical questions related to assessment, and reasons supporting conducting an assessment of bullying and victimization.
Bullying and School Climate
Effective bullying prevention programs involve the whole school and focus not on reducing incidents of bullying, but also on promoting a positive school climate. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications related to bullying and school climate.
Bullying in Different Settings
Bullying is typically understood as a phenomenon that occurs at school. Although school is a setting where children and youth most frequently come together, bullying occurs wherever groups of children congregate. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications relevant to bullying in different settings.
Bullying Prevention and Intervention
Prevention and intervention programs can help school communities deal with bullying, and consequent short- and long-term effects of bullying others and/or experiencing victimization. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of bullying prevention and intervention.
Bullying Prevention Policies
A sound bullying prevention policy is essential for coordinated and consistent efforts to reduce bullying. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) outlines elements of a bullying prevention policy.
Bullying: A Developmental Perspective
Bullying and victimization can start in early childhood and persist through the school years, peaking during the school transitions. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of bullying from a developmental perspective.
Bullying: A Human Rights Issue
When children are victimized, whether the perpetrator is an adult or a peer, their rights are being violated. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of bullying as a human rights issue.
Bullying: Cross-Cultural Consistency
Bullying is a problem that transcends culture. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of bullying it’s consistency across cultures.
Bullying: Definitions
Bullying has traditionally been defined by three elements: aggression, a power differential, and repetition. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes a description of the challenges in defining bullying, means and forms of bullying, and implications.
Bullying: Special Populations
Children with exceptionalities are more likely to be victimized and can also be more likely to bully others than children without exceptionalities. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes a summary of the exceptional populations of children and their experiences with bullying, key themes, and implications.
Electronic Bullying: Definition and Prevalence
Electronic bullying is willful and repeated harm inflicted through electronic media. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes a detailed description of electronic bullying, key research findings, key themes, and implications.
Ethnicity and Bullying
Bullying is a form of aggression used from a position of power. One such form of power arises from targeting another based on ethnic differences. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of bullying and ethnicity.
Gender Differences in Bullying
There are more similarities and differences between boys’ and girls’ experiences of bullying and victimization. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of gender differences in bullying.
Impact and Implications of Electronic Bullying
The emotional, physical, social, and academic consequences of electronic bullying have an enormous impact on human and social capital and are evident within education, health care, and social services. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of electronic bullying.
Parenting and Bullying
Parents play many critical roles in promoting their children’s capacity to have healthy relationships. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of parents’ role in bullying.
Peers and Bullying
Bullying often occurs within groups of peers and peers can play multiple roles in promoting and preventing bullying acts and the associated effects of bullying. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of the role of peers in bullying.
Physical Health Problems and Bullying
Bullying leads to an increased risk of physical health problems. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of the physical health problems associated with bullying.
Psychosocial Problems and Bullying
Involvement in bullying and victimization can have devastating and even life-threatening psychological, behavioral, mental and physical health, academic, and social consequences. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, implications, and recommended reviews of relevant literature of the psychosocial problems associated with bullying.
Tailoring Prevention and Intervention for Different Grade Levels
Prevention and intervention programs require tailoring to ensure they identify and address the critical issues, challenges, and relationships specific to each developmental stage. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of tailoring prevention and intervention programs for different grade levels.
The Role of Adults in Electronic Bullying
It is the moral responsibility of adults to ensure that the rights of youth are honored and that healthy development and citizenship are promoted. Electronic bullying is extremely hard to monitor as adults are often unaware of, or unable to detect, internet and cell phone use. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of the role of adults in electronic bullying.
The Role of Socializing Adults in Bullying Prevention
It is time to recognize the important role that other socializing adults have and to provide them with the training and tools to enable them to prevent bullying and promote healthy relationships and healthy development. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of the role of socializing adults in bullying prevention.
The Role of Teachers and Other Staff in Bullying Prevention
School educators and staff play an important role in preventing and intervening in bullying, and in modeling healthy relationships. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of the role of teachers and other staff in bullying prevention.
Types of Bullying
Bullying can involve direct physical and verbal aggression, or it can involve more subtle forms of indirect aggression, such as spreading rumours. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of the different types of bullying.
Facts About Bullying
PREVNet/SAMHSA Factsheets
Age Trends in the Prevalence of Bullying
Rates of bullying vary at every age depending on the type of bullying and gender. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of age trend in the prevalence of bullying.
Assessment of Bullying and Victimization
Assessments provide the baseline for understanding the nature and extent of bullying problems and a foundation for developing prevention and intervention programs. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes a description of what an assessment is, critical questions related to assessment, and reasons supporting conducting an assessment of bullying and victimization.
Bullying and School Climate
Effective bullying prevention programs involve the whole school and focus not on reducing incidents of bullying, but also on promoting a positive school climate. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications related to bullying and school climate.
Bullying in Different Settings
Bullying is typically understood as a phenomenon that occurs at school. Although school is a setting where children and youth most frequently come together, bullying occurs wherever groups of children congregate. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications relevant to bullying in different settings.
Bullying Prevention and Intervention
Prevention and intervention programs can help school communities deal with bullying, and consequent short- and long-term effects of bullying others and/or experiencing victimization. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of bullying prevention and intervention.
Bullying Prevention Policies
A sound bullying prevention policy is essential for coordinated and consistent efforts to reduce bullying. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) outlines elements of a bullying prevention policy.
Bullying: A Developmental Perspective
Bullying and victimization can start in early childhood and persist through the school years, peaking during the school transitions. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of bullying from a developmental perspective.
Bullying: A Human Rights Issue
When children are victimized, whether the perpetrator is an adult or a peer, their rights are being violated. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of bullying as a human rights issue.
Bullying: Cross-Cultural Consistency
Bullying is a problem that transcends culture. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of bullying it’s consistency across cultures.
Bullying: Definitions
Bullying has traditionally been defined by three elements: aggression, a power differential, and repetition. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes a description of the challenges in defining bullying, means and forms of bullying, and implications.
Bullying: Special Populations
Children with exceptionalities are more likely to be victimized and can also be more likely to bully others than children without exceptionalities. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes a summary of the exceptional populations of children and their experiences with bullying, key themes, and implications.
Electronic Bullying: Definition and Prevalence
Electronic bullying is willful and repeated harm inflicted through electronic media. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes a detailed description of electronic bullying, key research findings, key themes, and implications.
Ethnicity and Bullying
Bullying is a form of aggression used from a position of power. One such form of power arises from targeting another based on ethnic differences. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of bullying and ethnicity.
Gender Differences in Bullying
There are more similarities and differences between boys’ and girls’ experiences of bullying and victimization. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of gender differences in bullying.
Impact and Implications of Electronic Bullying
The emotional, physical, social, and academic consequences of electronic bullying have an enormous impact on human and social capital and are evident within education, health care, and social services. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of electronic bullying.
Parenting and Bullying
Parents play many critical roles in promoting their children’s capacity to have healthy relationships. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of parents’ role in bullying.
Peers and Bullying
Bullying often occurs within groups of peers and peers can play multiple roles in promoting and preventing bullying acts and the associated effects of bullying. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of the role of peers in bullying.
Physical Health Problems and Bullying
Bullying leads to an increased risk of physical health problems. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of the physical health problems associated with bullying.
Psychosocial Problems and Bullying
Involvement in bullying and victimization can have devastating and even life-threatening psychological, behavioral, mental and physical health, academic, and social consequences. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, implications, and recommended reviews of relevant literature of the psychosocial problems associated with bullying.
Tailoring Prevention and Intervention for Different Grade Levels
Prevention and intervention programs require tailoring to ensure they identify and address the critical issues, challenges, and relationships specific to each developmental stage. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of tailoring prevention and intervention programs for different grade levels.
The Role of Adults in Electronic Bullying
It is the moral responsibility of adults to ensure that the rights of youth are honored and that healthy development and citizenship are promoted. Electronic bullying is extremely hard to monitor as adults are often unaware of, or unable to detect, internet and cell phone use. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of the role of adults in electronic bullying.
The Role of Socializing Adults in Bullying Prevention
It is time to recognize the important role that other socializing adults have and to provide them with the training and tools to enable them to prevent bullying and promote healthy relationships and healthy development. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of the role of socializing adults in bullying prevention.
The Role of Teachers and Other Staff in Bullying Prevention
School educators and staff play an important role in preventing and intervening in bullying, and in modeling healthy relationships. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of the role of teachers and other staff in bullying prevention.
Types of Bullying
Bullying can involve direct physical and verbal aggression, or it can involve more subtle forms of indirect aggression, such as spreading rumours. This factsheet written by PREVNet in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA) includes key research findings, key themes, and implications of the different types of bullying.
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Summaries of Research Studies
Bullying Experiences for Sexual Minorities
This paper investigated whether non-heterosexual youth experience more bullying, sexual harassment, and dating violence than heterosexual youth. The central interest was in the experiences of youth that identify themselves as bisexual or as questioning their sexuality since most research thus far has focused on those that identify themselves using the more definite categories of 'gay' or 'lesbian'. (Williams, Connolly, Pepler, & Craig, 2003)
Bullying from Early to Late Adolescence
In this paper, we were interested in how bullying changes through adolescence in terms of: the numbers of students who reported bullying (prevalence rate), the types of behaviours they used to cause distress to others (forms), and the types of relationships in which forms of bullying occur (context). We were also interested in differences between boys and girls. (Pepler et al., in press)
Bullying in Canada
How many children are victimized by bullying, and how are they bullied? How many children bully others and what methods do they use when bullying in Grades 6 through 10? (Craig, 2004)
Bullying, Sexual Harassment, and Dating Aggression among Adolescents
Does the rate of bullying, sexual harassment, and dating aggression differ depending on the age of the individuals involved? Are the rates different for boys and girls? Do youth differ in their use of sexual harassment and dating aggression depending on whether or not they are involved in bullying behaviour? (Pepler et al., 2006)
Bullying: An International Issue
How is bullying related to health problems, emotional adjustment, school adjustment, relationship with classmates, alcohol use, and weapon carrying across 25 countries? (Nansel et al., 2004)
Children's Perceptions of Bullying
What explanations do children give for why children bully others? How do children view the impact of bullying on the child being victimized? What do children think would work for intervening in a bullying situation or preventing a bullying situation in the first place? (Bosacki, Marini, & Dane, 2006)
Day-Care or Home-Care: Does One Pose More of a Risk for Developing Aggression?
Is homecare or day-care more risky for children in terms of the development of aggressive behaviour? What aspects of each environment contribute to the risk for learning aggressive behaviour? Is it the type of care (social causation) that leads to aggression or the circumstances under which a family uses either type of care (social selection) that leads to aggression? (Borge, Rutter, Cote, & Tremblay, 2004)
Early Childhood Maltreatment and Adolescent Dating Violence
If we take into account a child’s trauma symptoms, attitudes that justify dating violence, and empathy and self-efficacy in dating relationships, can we explain the connection between early childhood maltreatment and the emergence of dating violence in mid-adolescence? (Wolfe et al., 2004)
Elementary School Bullying: The Frequency and Role of Adults in Helping Kids Feel Safe
How often does bullying occur among elementary school children and is the frequency of bullying different for students of each gender and at different ages? Is the support of teachers and other adults also associated with children’s sense of safety at school? (Beran & Tutty, 2002)
How Peers Influence Bullying
The purpose of this study was to use naturalistic observations to better understand the roles of peers in bullying episodes and the potential processes within the peer group as they impact on bullying. (Craig & Pepler, 1997)
Importance of Educating Individuals with Disabilities About Bullying
What role do peers play in the victimization process of children with disabilities? (Marini, Fairbairn, & Zuber, 2001)
Importance of Friendships for Children who are Victimized
Are victimized children who have a close friend spared from developing problems related to internalizing and externalizing problems? Similarly, are children with pre-existing internalizing and/or externalizing problems less likely to be victimized if they have a close friend? Are there particular characteristics of those close friendships that make a difference? (Hodges, E. V. E., Boivin, M., Vitaro, F., & Bukowski, W. M., 1999)
Observations of Bullying in the Playground and in the Classroom
In this paper, we observed bullying and victimization in two different settings, the playground and the classroom. Does bullying occur more frequently in the playground or in the classroom? Does the type of bullying differ in the playground compared to the classroom? Does the frequency of bullying differ depending on the characteristics of the bullies and their victims such as their gender, race and personality (aggressive or non-aggressive) in the two settings? How does the presence of peers and teachers affect bullying? (Craig, Pepler, & Atlas, 2000)
Peer Intervention During Bullying Episodes
How often do children intervene in bullying situations on behalf of their peers? What are those interventions like? Are peer interventions effective in stopping bullying? (Hawkins, Pepler, & Craig, 2001)
Predictors of Relationship Abuse Among Young Men
Does having a history of family violence, negative beliefs about gender and inter-personal violence, and negative peer associations relate to the engagement in current relationship abuse?
Risk Factors Leading to Victimization
We were interested in what factors contribute to victimization and which serve as protective mechanisms. Repeated victimization impedes a child’s healthy social and emotional development and research suggests that childhood victimization strongly predicts adult disturbance and behavior adjustment issues. This study looked at the effects of long term victimization compared to relatively short term victimization as well as other individual and peer factors that may act as risk or protection for the outcomes associated with victimization. (Goldbaum, Craig, Pepler, & Connolly, 2003)
Straight from the Experts: What Kids, Parents, and Educators Have to Say About Bullying
What do kids tell us about their experiences of victimization? How do the perceptions of children compare to those of parents and educators? How does the interaction between children and adults relate to peer victimization? (Mishna, 2004)
Strengths and Weaknesses of the Whole-School Approach
What evidence is there for the efficacy of whole-school anti-bullying programs? In other words, does the whole-school approach lead to a reduction in bullying and victimization? As well, does effectiveness depend on the age of the students, the characteristics of the intervention, or the characteristics of the research design? (Smith, Schneider, Smith, & Ananiadou, 2004)
Temperament, Forms of Aggression, and their Consequences
Do children who use different types of aggression (i.e., reactive, proactive, reactive & proactive, none) have different previously existing temperaments? Do children who use these different types of aggression differ in their delinquent behaviour and depressive symptoms during early adolescence? (Vitaro, Brendgen, Tremblay, 2002)
The Effectiveness of Project Ploughshares Puppets for Peace Anti-Bullying Program
Does the Project Ploughshares Puppets for Peace program help to increase students’ awareness of the types of bullying and strategies to manage them? Do students find the program helpful? Does viewing the puppet show sensitize students to their experiences and result in high rates of reporting victimization? (Beran & Shapiro, 2005)
The Importance of Teacher Response to Bullying
How do teachers understand bullying and what are the factors that might influence their recognition of bullying and their response to it? (Mishna, Scarcello, Pepler, & Wiener, 2005)
The Stability of Bullying Behaviour from Toddlerhoood to Pre-adolescence
We had five main questions: (1) What are the developmental patterns (trajectories) in the use of physical aggression between the ages of 2 years and 11 years? (2) Is there a group of children who display atypically high levels of physical aggression throughout that age period? (3) Is there a group of children who were not highly physically aggressive during toddlerhood who become physically aggressive when they entered school? (4) Does the difference between the number of boys and the number of girls who are physically aggressive increase with age? (5) What characteristics distinguish children who have a developmental pattern characterized by atypically high levels of physical aggression from those children who follow a typical pattern? (Cote et al., 2006)
Tracking Disruptive Behaviours in Schools
Does our tracking system, the School Incident Tracking System (SITS), provide a low-cost, useful means for recording disruptive behaviours in school? (LeBlanc et al., 2001)
What were they Thinking?
Do students who engage in bullying behaviour differ in their beliefs about “right” and “wrong” (moral disengagement) from those who do not engage in bullying? Do these students justify their bullying behaviour in ways that allow for “moral disengagement”? (Hymel, S., Rocke-Henderson, N., & Bonanno, R. A., 2005)
Summaries of Research Studies
Bullying Experiences for Sexual Minorities
This paper investigated whether non-heterosexual youth experience more bullying, sexual harassment, and dating violence than heterosexual youth. The central interest was in the experiences of youth that identify themselves as bisexual or as questioning their sexuality since most research thus far has focused on those that identify themselves using the more definite categories of 'gay' or 'lesbian'. (Williams, Connolly, Pepler, & Craig, 2003)
Bullying from Early to Late Adolescence
In this paper, we were interested in how bullying changes through adolescence in terms of: the numbers of students who reported bullying (prevalence rate), the types of behaviours they used to cause distress to others (forms), and the types of relationships in which forms of bullying occur (context). We were also interested in differences between boys and girls. (Pepler et al., in press)
Bullying in Canada
How many children are victimized by bullying, and how are they bullied? How many children bully others and what methods do they use when bullying in Grades 6 through 10? (Craig, 2004)
Bullying, Sexual Harassment, and Dating Aggression among Adolescents
Does the rate of bullying, sexual harassment, and dating aggression differ depending on the age of the individuals involved? Are the rates different for boys and girls? Do youth differ in their use of sexual harassment and dating aggression depending on whether or not they are involved in bullying behaviour? (Pepler et al., 2006)
Bullying: An International Issue
How is bullying related to health problems, emotional adjustment, school adjustment, relationship with classmates, alcohol use, and weapon carrying across 25 countries? (Nansel et al., 2004)
Children's Perceptions of Bullying
What explanations do children give for why children bully others? How do children view the impact of bullying on the child being victimized? What do children think would work for intervening in a bullying situation or preventing a bullying situation in the first place? (Bosacki, Marini, & Dane, 2006)
Day-Care or Home-Care: Does One Pose More of a Risk for Developing Aggression?
Is homecare or day-care more risky for children in terms of the development of aggressive behaviour? What aspects of each environment contribute to the risk for learning aggressive behaviour? Is it the type of care (social causation) that leads to aggression or the circumstances under which a family uses either type of care (social selection) that leads to aggression? (Borge, Rutter, Cote, & Tremblay, 2004)
Early Childhood Maltreatment and Adolescent Dating Violence
If we take into account a child’s trauma symptoms, attitudes that justify dating violence, and empathy and self-efficacy in dating relationships, can we explain the connection between early childhood maltreatment and the emergence of dating violence in mid-adolescence? (Wolfe et al., 2004)
Elementary School Bullying: The Frequency and Role of Adults in Helping Kids Feel Safe
How often does bullying occur among elementary school children and is the frequency of bullying different for students of each gender and at different ages? Is the support of teachers and other adults also associated with children’s sense of safety at school? (Beran & Tutty, 2002)
How Peers Influence Bullying
The purpose of this study was to use naturalistic observations to better understand the roles of peers in bullying episodes and the potential processes within the peer group as they impact on bullying. (Craig & Pepler, 1997)
Importance of Educating Individuals with Disabilities About Bullying
What role do peers play in the victimization process of children with disabilities? (Marini, Fairbairn, & Zuber, 2001)
Importance of Friendships for Children who are Victimized
Are victimized children who have a close friend spared from developing problems related to internalizing and externalizing problems? Similarly, are children with pre-existing internalizing and/or externalizing problems less likely to be victimized if they have a close friend? Are there particular characteristics of those close friendships that make a difference? (Hodges, E. V. E., Boivin, M., Vitaro, F., & Bukowski, W. M., 1999)
Observations of Bullying in the Playground and in the Classroom
In this paper, we observed bullying and victimization in two different settings, the playground and the classroom. Does bullying occur more frequently in the playground or in the classroom? Does the type of bullying differ in the playground compared to the classroom? Does the frequency of bullying differ depending on the characteristics of the bullies and their victims such as their gender, race and personality (aggressive or non-aggressive) in the two settings? How does the presence of peers and teachers affect bullying? (Craig, Pepler, & Atlas, 2000)
Peer Intervention During Bullying Episodes
How often do children intervene in bullying situations on behalf of their peers? What are those interventions like? Are peer interventions effective in stopping bullying? (Hawkins, Pepler, & Craig, 2001)
Predictors of Relationship Abuse Among Young Men
Does having a history of family violence, negative beliefs about gender and inter-personal violence, and negative peer associations relate to the engagement in current relationship abuse?
Risk Factors Leading to Victimization
We were interested in what factors contribute to victimization and which serve as protective mechanisms. Repeated victimization impedes a child’s healthy social and emotional development and research suggests that childhood victimization strongly predicts adult disturbance and behavior adjustment issues. This study looked at the effects of long term victimization compared to relatively short term victimization as well as other individual and peer factors that may act as risk or protection for the outcomes associated with victimization. (Goldbaum, Craig, Pepler, & Connolly, 2003)
Straight from the Experts: What Kids, Parents, and Educators Have to Say About Bullying
What do kids tell us about their experiences of victimization? How do the perceptions of children compare to those of parents and educators? How does the interaction between children and adults relate to peer victimization? (Mishna, 2004)
Strengths and Weaknesses of the Whole-School Approach
What evidence is there for the efficacy of whole-school anti-bullying programs? In other words, does the whole-school approach lead to a reduction in bullying and victimization? As well, does effectiveness depend on the age of the students, the characteristics of the intervention, or the characteristics of the research design? (Smith, Schneider, Smith, & Ananiadou, 2004)
Temperament, Forms of Aggression, and their Consequences
Do children who use different types of aggression (i.e., reactive, proactive, reactive & proactive, none) have different previously existing temperaments? Do children who use these different types of aggression differ in their delinquent behaviour and depressive symptoms during early adolescence? (Vitaro, Brendgen, Tremblay, 2002)
The Effectiveness of Project Ploughshares Puppets for Peace Anti-Bullying Program
Does the Project Ploughshares Puppets for Peace program help to increase students’ awareness of the types of bullying and strategies to manage them? Do students find the program helpful? Does viewing the puppet show sensitize students to their experiences and result in high rates of reporting victimization? (Beran & Shapiro, 2005)
The Importance of Teacher Response to Bullying
How do teachers understand bullying and what are the factors that might influence their recognition of bullying and their response to it? (Mishna, Scarcello, Pepler, & Wiener, 2005)
The Stability of Bullying Behaviour from Toddlerhoood to Pre-adolescence
We had five main questions: (1) What are the developmental patterns (trajectories) in the use of physical aggression between the ages of 2 years and 11 years? (2) Is there a group of children who display atypically high levels of physical aggression throughout that age period? (3) Is there a group of children who were not highly physically aggressive during toddlerhood who become physically aggressive when they entered school? (4) Does the difference between the number of boys and the number of girls who are physically aggressive increase with age? (5) What characteristics distinguish children who have a developmental pattern characterized by atypically high levels of physical aggression from those children who follow a typical pattern? (Cote et al., 2006)
Tracking Disruptive Behaviours in Schools
Does our tracking system, the School Incident Tracking System (SITS), provide a low-cost, useful means for recording disruptive behaviours in school? (LeBlanc et al., 2001)
What were they Thinking?
Do students who engage in bullying behaviour differ in their beliefs about “right” and “wrong” (moral disengagement) from those who do not engage in bullying? Do these students justify their bullying behaviour in ways that allow for “moral disengagement”? (Hymel, S., Rocke-Henderson, N., & Bonanno, R. A., 2005)
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Other Resources
PREVNet has also reviewed and compiled a list of other current resources that may be useful to children and youth, parents, and professionals. These resources include: links to other websites; a list of published books related to bullying; media resources; and public service announcements that can be viewed online.
Web
Books
Interactive
Other Resources
PREVNet has also reviewed and compiled a list of other current resources that may be useful to children and youth, parents, and professionals. These resources include: links to other websites; a list of published books related to bullying; media resources; and public service announcements that can be viewed online.
Web
Books
Interactive
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