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Informationen zum Autor Dorothy L. Espelage is Professor in the Child Development Division of the Educational Psychology department at the University of Illinois at Urbana-Champaign. Susan M. Swearer is Associate Professor of School Psychology in the Department of Educational Psychology at the University of Nebraska-Lincoln. Klappentext Bullying in North American Schools is an exciting compilation of research on bullying in school-aged youth by a representative group of researchers, including developmental, social, counseling, school, and clinical psychologists across North America. This new edition:illustrates the complexity of bullying behaviors and offers suggestions for decision-making to intervene and work to reduce bullying behaviorsprovides empirical guidance for school personnel as they develop bullying prevention and intervention programs or evaluate existing programsuses a social-ecological perspective in which bullying is examined across multiple contexts including individual characteristics, peer and family influences, and classroom dynamicsincludes basic research data from leaders in the field of bullying and victimization in the United States and Canadateaches practical implications of various types of programs and how to choose and implement one that fits their school ecology.This text will help your students understand how to prevent bullying behavior and how to select and manage intervention efforts in schools and school districts. Zusammenfassung This book provides an exciting compilation of research, with a social-ecological perspective that illustrates the complexity of bullying behaviors and offers suggestions for data-based decision-making to intervene and reduce those behaviors. Inhaltsverzeichnis 1. Expanding the Social-Ecological Framework of Bullying Among Youth , Espelage, D. L., & Swearer, S.M. Part I: Individual Characteristics Associated With Bullying 2. Gender and Bullying: Moving Beyond Mean Level Differences to Consider Conceptions of Bullying, Processes by which Bullying Unfolds, and Cyber Bullying , Underwood, M. K., & Rosen, L. H. 3. Why Does Being Bullied Hurt So Much?: Insights from Neuroscience , Vaillancourt, T., Hymel, S., & McDougall, P. 4. Bullying among Students with Disabilities: Impact and Implications , Rose, C. A. 5. Internalizing Problems in Students Involved in Bullying and Victimization: Implications for Intervention , Swearer, S.M., Collins, A., Haye-Radliff, K., & Wang, C. 6. Unwanted sexual and harassing experiences: From School to Text Messaging , Ybarra, M. L., Espelage, D. L., Martin, S. Part II: Peer Characteristics Associated With Bullying 7. Teaching Practices, Classroom Peer Ecologies, and Bullying Behaviors among Schoolchildren , Rodkin, P.C., & Gest, S.D. 8. Part of the Problem and Part of the Solution: The Role of Peers in Bullying, Dominance, and Victimization During the Transition From Primary School to Secondary School , Pellegrini, A.D., Van Ryzin, M.J. 9. Sidestepping the Jingle Fallacy: Bullying, Aggression, and the Importance of Knowing the Difference , Hawley, P.H., Stump, K.N., & Ratliff, J. Part III: Classroom Characteristics Associated With Bullying 10. Teachers' Attitudes Toward Bullying , Holt, M.K., Keyes, M., & Koenig, B. 11. Girls, Boys, and Bullying in Preschool: The Role of Gender in the Development of Bullying , Hanish, L.D., Hill, A., Gosney, S., Fabes, R.A., & Martin, C.L. 12. Classroom Ecologies that Support or Discourage Bullying , Doll, B., Song, S., Champion, A., & Jones, K. Part IV: Beyond the Classroom: Considering School Climate, Family Relationships, Social Support, and Innovative Scho...
