Education

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)
Download

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)
Download

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)
Download

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)
Download

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)
Download

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)
Download

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)
Download

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)
Download

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)
Download

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)
Download

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?
Download

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)
Download

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?
Download

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)
Download

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)
Download

Stability of Bullying Behaviour from Toddlerhood 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)
Download

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”?
Download