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"Using data from the 2001 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS), this report examines the prevalence and nature of bullying as reported by students ages 12 through 18 in relation to student characteristics, school characteristics, and criminal victimization. In addition, the report explores other behaviors that were reported by the bullied student, such as fear, avoidance behavior, weapon carrying, and academic grades. This report examines student reports of being bullied by direct means only, by indirect means only, and by both direct and indirect means"--Title screen.
Schools are entrusted with ensuring the safety of students and staff. One measure of the safety of America's public schools is the presence of violence on school campuses. Violent incidents include rape, sexual battery other than rape, physical attacks or fights with and without a weapon, threats of physical attack with and without a weapon, and robberies with and without a weapon. In order to provide a measure of the most severe incidents, those crimes that would be considered aggravated assaults were included as serious violent incidents. This book examines school bullying, prevention of youth hate crimes and other safety plans and policies within schools.

Bullying

Great Britain: Parliament: House of Commons: Education and Skills Committee

Published: 2007-03-27

Total Pages: 312


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There has been an increasing awareness over the past few decades of bullying and the effect it has on the educational and social achievements of children and young people. The Committee's report examines the progress that has been made to address this problem since the introduction of the 'Don't Suffer in Silence' pack in 1994, the barriers that prevent schools from tackling bullying effectively, issues of prejudice-driven bullying including SEN-related, homophobic and faith-based bullying, and cyber-bullying. The report finds that defining what bullying is and identifying instances of bullying is the first potential barrier to successfully tackling the problem. Teachers and staff, pupils and parents should all be aware of their school's definition of bullying and how this affects their own behaviour, with the attitude and engagement of head teachers vital to tackling bullying. The focus of anti-bullying guidance should be tackling bullying behaviour and making it clear that such behaviour is not acceptable, rather than attempting to change the behaviour of the victim. The DfES should issue new guidance to local authorities and schools on when the use of exclusion is appropriate. The lack of accurate reliable data on bullying is another barrier to more effective anti-bullying work, and the Government should commission a long-term study of a number of schools, looking at both general trends in bullying and also the effectiveness of different approaches in different circumstances. The report also recommends that the Government needs to foster a culture where schools are encouraged to be open about incidents of bullying, have effective ways of dealing with bullying when it occurs and provide support the victims of bullying, rather than fearing reporting incidents of bullying will damage their reputation.
This book looks in depth at the emerging issue of cyber-bullying. In this increasingly digital world cyber-bullying has emerged as an electronic form of bullying that is difficult to monitor or supervise because it often occurs outside the physical school setting and outside school hours on home computers and personal phones. These web-based and mobile technologies are providing young people with what has been described as: ‘an arsenal of weapons for social cruelty’. These emerging issues have created an urgent need for a practical book grounded in comprehensive scholarship that addresses the policy-vacuum and provides practical educational responses to cyber-bullying. Written by one of the few experts on the topic Cyber-Bullying develops guidelines for teachers, head teachers and administrators regarding the extent of their obligations to prevent and reduce cyber-bullying. The book also highlights ways in which schools can network with parents, police, technology providers and community organizations to provide support systems for victims (and perpetrators) of cyber-bullying.
Criminology: Theory, Research, and Policy, Third Edition uses an interdisciplinary approach to examine and explain how and why crime occurs. Comprehensive coverage of a variety of crimes and leading criminological theories is provided and supported by new, relevant case studies. By making the connection between theory, research, and policy, this revised and updated Third Edition demonstrates the relevancy of criminological theory in the public attempt to control crime while providing justice. The emphasis on these three elements with pertinent discussions and examples is what sets this text apart from other criminology titles. New Material added the revised and updated Third Edition: * New Cybercrime chapter provides cutting-edge information on the illegal use of computers and the internet * New Chapter dedicated to Terrorism * Includes discussion of elder abuse/crimes and human trafficking * Provides new information on White-collar crime * Updated case-studies to reflect relevant crime typologies Additional Features: * Theory in Action boxes throughout the text provide notes that relate theoretical premises to real-world cases and events. * Each chapter contains objectives, key terms, and a detailed summary of important points. Instructor Resources: * PowerPoint slides * Test Bank * Instructor Manual with learning objectives
"Bullying" is a term that’s being, well, bullied. It’s been rendered essentially powerless by being constantly kicked around,” writes nationally recognized bullying expert Elizabeth Kandel Englander. In this practical and insightful book, Englander dispels pervasive myths and misconceptions about peer cruelty, bullying, and cyberbullying. Drawing on her own and others’ research, she shows how educators can flag problematic behaviors and frame effective responses. Englander puts a special focus on “gateway” behaviors—those subtle actions that, unchecked, can quickly escalate into more serious misbehavior—and explores how students perceive their own and their peers’ behavior. Written in an accessible, conversational tone and informed by careful research, this timely book is an essential guide for educators. Key takeaways include the impact of technology on social behavior, a framework for responding effectively to bullies—including innovative ideas about the role of social peers—and suggestions for working with parents.
Because Its Wrong is relevant today because each year, bullying is on the rise. Few people want to talk about the subject as if it is taboo. Lydia Greico, the author, was bullied herself in elementary school, as well as in the neighborhood in which she grew up. She feels that bullying is wrong, especially for the victim. Childhood bullies get away with their behavior because parents either dont see it or are in denial. Bullying is on the rise all over the world. It has to stop. How are we able to make America great again with this kind of behavior? Our president can only do so much. It is up to us to do our part too. Parents need to pay more attention to what their children are doing and what is being done to their children. This book was written as a teaching tool. Lydia Greico has a masters degree in occupational studies and is licensed as a psychiatric technician. Psychiatric technicians advocate for people who cannot advocate for themselves. Ms. Greico is now retired from this profession, but she still advocates for those who need it. Lydia Greico has authored two other books and articles on different subjects. She earned her MA degree from California State University at Long Beach in 2006. It is the authors hope that someone will learn from Because Its Wrong and aid in her campaign against bullying. Without bullying, we can make our children safer and decrease suicides that are the result of this type of treatment. May God bless all the children who were bullied so bad that they saw no other way out but to commit suicide.
Bullying amongst young people is a serious and pervasive problem, and recent rapid advances in electronic communication technologies have provided even more tools for bullies to exploit. School Bullying and Mental Health collates current research evidence and theoretical perspectives about school bullying in one comprehensive volume, identifying the nature and extent of bullying and cyberbullying at school, as well as its impact on children and young people’s emotional health and well-being. There are many negative consequences of bullying, and children and young people who have been victimised often suffer long-term psychological problems, such as increased levels of anxiety, depressive symptoms, social isolation, loneliness and suicidal ideation. Perpetrators of bullying also have a heightened risk of experiencing problems such as anxiety and depression, as well as eating disorders and antisocial behaviour. Founded on rigorous academic research, this important book tackles the negative consequences of bullying, and bullying culture itself, by examining the social and cultural contexts that perpetuate such behaviour from childhood through adolescence and potentially into adulthood. Containing contributions from an international team of authors, this book explores current interventions to prevent and reduce school bullying and to alleviate its negative effects on the mental health of children and young people. In-depth discussion of the profound implications of this research for researchers, practitioners and policymakers makes this book essential reading for those interested in bullying culture and the mental health and well-being of children and adolescents.
Explores the many types of bullying in public schools and examines the effects bullying can have on the lives of students, their parents, and their teachers. Discusses how to proactively resolve bullying issues and improve the social dynamics of one's school and classroom.