Recent meta-analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in preventing cyberbullying. Almost one fourth of teachers indicated cyberbullying does not have long-lasting negative effects and that cyberbullying "prepares students for life." Fewer than half of teachers favored implementing a formal cyberbully prevention program. Teachers perceived the following strategies as most helpful in addressing cyberbullying: increasing parental involvement, warning students about consequences for cyberbullying, and increasing consequences for cyberbullying. School administrators should consider teachers' perceptions before implementing prevention programs that target cyberbullying. Additionally, strategies should consider fostering greater teacher buy-in, thus improving intervention fidelity and creating a unified effort focused on decreasing student cyberbullying. C 2012 Wiley Periodicals, Inc. Psychology in the Schools

With China’s rapidly developing economy and increasing urbanization, many adults from rural areas migrate to urban areas for better paid jobs. A side effect of this migration is that parents frequently leave their children behind (left-behind children). This research investigated left-behind children’s and non-left-behind children’s psychological, behavioral, and educational functioning. Survey participants included 1,708 adolescents (54.8% female; mean age = 15.03 ± 1.93 years) from rural areas in Central China. Additionally, 32 left-behind children and 32 head teachers were interviewed. Data indicated that in comparison to non-left-behind children, left-behind children were at a disadvantage in regard to emotional adjustment (i.e. lower life satisfaction, lower self-esteem, and higher depression), but fared better in educational adjustment (greater school engagement). Mitigating factors which positively influenced outcomes of certain subgroups of left-behind children included the presence of one parent, increased parental contact, and shorter length of time since parental migration. Information gathered from interviews with LBC also indicated adverse effects of parent absence on children’s development. Teachers identified education measures and support offered to left-behind children and reported difficulties in communicating with parents. Based on this study’s findings, and considering the perspective of educators, implications for school-based interventions are explored.

National and international organizations have identified schools as having an unparalleled potential to offer supportive services for children's mental health needs. This article reviews research and practice related to children's grief and specifies strategies for classroom-based interventions. In particular, school psychologists are encouraged to assist teachers in addressing the needs of children following the death of a family member. A list of resources is included to assist school psychologists in sharing critical information with teachers, preparing them to implement suggested strategies. Additionally, two ready-to-use classroom lesson plans integrate classroom discussion and activities with grief-themed children's literature.

Given the increasing number of Chinese international students attending American universities, it is important to consider potential problems arising during their initial transition period, and their experiences acculturating into the American culture and educational system. Thirteen Chinese international students participated in qualitative interviews conducted in participant's native language, Mandarin Chinese. Data analysis followed the hermeneutic circle. Based on their personal perspectives, participants reported their experiences encountered during their initial transition into the U.S. They described how they made sense of their experiences and how their ways of thinking and behaving changed as a result of being influenced by their experiences interfacing with U.S. culture. Participants also shared their strategies they perceived as helpful in specific situations. Based on an analysis of participants' interviews, emerging themes included (a) difficulties and challenges they faced as new immigrants, (b) differences they encountered with respect to their homeland and the new environment, including language/communication, culture, academic study and learning, living in the U.S., and psychological adjustments, (c) positive growth they acknowledged from facing challenges and adapting to their new environment, and (d) help they received from a variety of individuals and organizations. Additionally, participants offered suggestions to future Chinese international students, emphasizing the importance of more proactively seeking and receiving assistance. Implications for American universities, including counseling centers, to more actively assist and include Chinese international students are also discussed. An increased understanding of and sensitivity to international students' challenges will help professionals strengthen outreach services.

The introductory article to this special edition of School Psychology International, “Using Children’s Literature to Strengthen Social and Emotional Learning,” describes the need for a broader base of support for children’s mental health needs. Both nationally and internationally, the limited number of mental health professionals demands alternative options for the delivery of mental health services. Schools are recommended as one proposed venue for providing these services to children and youth. As such, teachers need easy-to-use basic information about mental health resources that are viable, yet rely on minimal professional support and supervision. One option is bibliotherapy, using books and stories to support social emotional needs. From the mental health perspective of both prevention and intervention, bibliotherapy is proposed not just as a professional’s therapeutic tool, but also as a layman’s resource to address students’ basic social emotional needs. We offer resources from a website that includes basic bibliotherapy lesson plans, posters, activities, and video clips—all centered on the five foundational competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL). This website [ http://education.byu.edu/sociallearning ] is geared to educators and mental health professionals who work with elementary school children, ages 5–11.

Maltreatment has negative effects on the parent-child relationship and the emotional and behavioral development of children. The current study aimed to examine the associations among maltreatment, parent-child relationship, and emotional and behavioral problems in Chinese children with or without oppositional defiant disorder (ODD). Participants in the study included 259 children with ODD and their 269 non-ODD counterparts from northern, eastern, and southwestern China. We also collected data from their teachers and fathers or mothers. The results showed that ODD children suffered more maltreatment and had more emotional and behavioral problems than their non-ODD peers. For all children (both ODD and non-ODD children), emotional abuse predicted emotional problems but not behavioral problems. Physical abuse predicted behavioral problems but not emotional problems. Parent-child relationship mediated the effects of emotional abuse and physical abuse on emotional problems among ODD children but not among non-ODD children. Implications for prevention of emotional and physical abuse and ODD in the Chinese cultural context are discussed.

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Children’s literature is a therapeutic tool for facilitating emotional growth and healing. Stories provide a catalyst for change, providing children with other perspectives and options for thoughts, feelings and behaviours. Appropriately shared stories provide opportunities for children to gain insight and learn healthier ways to face difficulties. To increase familiarity with bibliotherapy the following information is reviewed: a background of literature’s therapeutic use; the stages of involvement, identification, catharsis, insight and universalism; suggestions for effectively selecting and sharing stories and strategies for creating a positive and productive learning experience. A list of children’s books is provided to support counselling interventions.