Advancing Bullying Research From a Social–Ecological Lens: An Introduction to the Special Issue

Rose, Chad A.; Nickerson, Amanda B.; Stormont, Melissa

doi:10.17105/15-0134.1

Cited by 27 publications

(19 citation statements)

References 104 publications

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“…The sense of intimidation, threat, abuse, and fear associated with the multidimensional phenomenon of bullying continues to affect youth, of all ages, in all areas of society, worldwide (Rose, Nickerson, & Stormont, ). Defined as “aggressive behavior that is distinguished from fights or arguments between students of equal strength” (Unnever & Cornell, , p. 6), bullying takes many forms.…”

Section: Dangerous Territories: Bullying and Stem Educationmentioning

confidence: 99%

“…Further, more than one‐third of middle school students stated that they have underreported incidents of bullying because of fear and a lack of necessary skills needed to report (Garnett et al, ). Although a complex phenomenon, “some subgroups of youth are at escalated risk based on individual characteristics, skill deficits, and peer group or societal norms” (Rose et al, , p. 339).…”

Section: Dangerous Territories: Bullying and Stem Educationmentioning

confidence: 99%

Section: Bullyingmentioning

confidence: 99%

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Critically engaging engineering in place by localizing counternarratives in engineering design

et al. 2019

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In this manuscript, we use the construct of critical epistemologies of place to frame our exploration of how to support engineering design among youth who have historically been marginalized from the domain, and its implications for educational settings. We present an in‐depth longitudinal case study of one 12‐year‐old African American boy to raise questions of what it means for this youth to engage in engineering design in collaboration with the people around in him—experts and knowledgeable others in his community space and how this engagement supports his work in science and engineering. This study suggests that engaging engineering design through a critical epistemology of place involves an iterative and generative process of layering community wisdom and knowledge onto STEM toward (a) how epistemologies of place—and their layers—challenge dominant master narratives, (b) reimagining practices in place, and (c) transforming the dangerous territory of STEM. Our study expands upon current understandings of supporting youth in engaging engineering through highlighting the vital role of sociohistorically constructed understandings of STEM and community in determining when, how, and why engineering takes place.

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Section: Dangerous Territories: Bullying and Stem Educationmentioning

confidence: 99%

Section: Dangerous Territories: Bullying and Stem Educationmentioning

confidence: 99%

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Critically engaging engineering in place by localizing counternarratives in engineering design

et al. 2019

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“…In the social-ecological model, the mesosystem refers to the relationships between the different microsystems. This concept is of paramount importance for studies on bullying [ 7 , 8 , 9 ] and, thus, for this specific study. Specifically, student-teacher relationships are microsystems that consist of the multiple interrelated perceptions that both parties have about their interactions [ 10 , 11 ].…”

Section: Introductionmentioning

confidence: 99%

Violent relationships at the social-ecological level: A multi-mediation model to predict adolescent victimization by peers, bullying and depression in early and late adolescence

Oriol

Miranda

Amutio³

et al. 2017

PLoS ONE

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BackgroundFrom the social-ecological perspective, exposure to violence at the different developmental levels is fundamental to explain the dynamics of violence and victimization in educational centers. The following study aims at analyzing how these relationships are produced in the Peruvian context, where structural violence situations exist.MethodsA multi-mediation structural model with 21,416 Peruvian adolescents (M = 13.69; SD = 0.71) was conducted to determine the influence of violence in the school environment on violence perceived within school and violence exercised by teachers. In addition, it was also intended to determine whether these violent relationships predict depression through loneliness, and bullying through peer victimization. The existence of differences between early and late adolescence was also verified.ResultsResults confirm that violence in the school setting has high influence on violence exercised by adolescents and teachers within the school. Teacher violence is the most important predictor of depression through loneliness, and encourages peer victimization and the emergence of aggressive behavior. Exposure to violence exercised by support sources—teachers and classmates—explains more than 90% of the total variance explained in bullying behavior. Differences were found between early and late adolescence models.ConclusionThe high prevalence of structural violence in school settings facilitates the bullying/victimization dynamics within school. From a social-ecological perspective, this result suggests the importance of network cooperation at a mesosystem level, with teachers from educational centers playing a crucial role in the prevention of bullying/victimization.

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“…Current research into efforts to understand and prevent bullying has adapted a social-ecological perspective (Espelage et al 2013;Swearer and Hymel 2015). Within this construction, bullying is viewed as the product of complex interactions among students and their associated social systems of peers, school adults, parents, and community members (Rose et al 2015). In a social-ecological framework, potentially effective prevention programming moves beyond the exclusive focus on the victim and perpetrator and endeavors to understand and address the contributions of each social system.…”

mentioning

confidence: 99%

Use and Impact of the Wisconsin Bullying Prevention Program Assessment Tool in Addressing Middle School Bullying

Bowser

Bellmore

Larson

2019

Int Journal of Bullying Prevention

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The Wisconsin School Violence and Bullying Prevention Study, funded by the National Institutes of Justice (NIJ), was a two-year case-control study in 24 Wisconsin middle schools (11 experimental; 13 control) seeking to understand the impact of a comprehensive bullying prevention program on bullying victimization rates. Participating schools' bullying prevention programs were assessed at baseline and project-end using the Wisconsin Bullying Prevention Program Assessment Tool (BPPAT). This selfassessment tool, developed prior to the start of the research project, was developed by the Wisconsin Department of Public Instruction (DPI) and partners throughout Wisconsin. The BPPAT is an open-source 42-item assessment tool across 9 topic areas focused on policies and procedures with minimal financial and logistical burdens towards implementation. By design, it acknowledges wide variance across schools and districts for current practices and provides guidance, going forward, for program improvement. In the accompanying study, experimental schools were instructed to, with technical assistance, enhance their program by filling gaps identified through their completion of the BPPAT over two school years. A significant enhancement resulted among all schools, experimental and control, between 2015 and 2017 with a spill-over effect due to data collection requirements reducing programmatic differences between groups. Experimental schools reported significant declines in verified incidents of bullying with a non-significant decline among control schools. From this project, researchers determined that (1) schools are able to make program improvements in a short time period and (2) this concerted, and largely non-prescriptive, effort can have a positive and measurable impact on bullying victimization at this age group. Broader implications for the BPPAT and its use are preliminary and next steps are discussed and recommendations made. . The opinions, findings, and conclusions or recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect those of the Department of Justice.Int Journal of Bullying Prevention 2. Data are analyzed by the School Safety Team at least quarterly to identify "hot spots" for incidents, involving time and place, and sub-populations disproportionately affected PIP if analysis occurs less often that quarterly but at least once during the year.3. Results of analysis is shared with staff at least twice per school year PIP if results are shared with staff only once 4. Data informed decisions are made on CQI procedures PIP if CQI procedures do not consult data in all instances, but in some of them.

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Advancing Bullying Research From a Social–Ecological Lens: An Introduction to the Special Issue

Cited by 27 publications

References 104 publications

Critically engaging engineering in place by localizing counternarratives in engineering design

Critically engaging engineering in place by localizing counternarratives in engineering design

Violent relationships at the social-ecological level: A multi-mediation model to predict adolescent victimization by peers, bullying and depression in early and late adolescence

Use and Impact of the Wisconsin Bullying Prevention Program Assessment Tool in Addressing Middle School Bullying

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