Bullying in School: An Overview of Types, Effects, Family Characteristics, and Intervention Strategies

Smokowski, Paul R.; Kopasz, Kelly Holland

doi:10.1093/cs/27.2.101

Cited by 368 publications

(331 citation statements)

References 26 publications

Supporting

Mentioning

270

Contrasting

Unclassified

Order By: Relevance

“…According to Smokowski and Kopasz (2005), bullying is the most ubiquitous type of youth violence. Project staff work collaboratively with school counselors and social workers to solve bullying-related issues.…”

Section: Educationmentioning

confidence: 99%

Strengths-Based Case Management: Implementation with High-Risk Youth

Arnold

Walsh

Oldham

et al. 2007

Families in Society

View full text Add to dashboard Cite

Few effective methods of intervention exist for youth at risk for negative life outcomes. One method used successfully with both adults with chronic mental illness and adults with substance abuse problems is strengths-based case management (SBCM). Based on the principles of strengths theory, SBCM aims to assist individuals in identifying and achieving personal goals, with an emphasis on the case manager-client relationship and client self-determination. In the current study, the authors report findings from a feasibility study that implemented SBCM with adolescent runaways. Challenges to implementation, such as financial status, the role of families, abuse and neglect, developmental issues, education, peer relationships, and transportation, are examined. The current findings suggest that it is feasible to successfully implement SBCM with adolescents, but the challenges to application are different with this group compared with adults, given the developmental differences between adolescents and adults. incapable of achieving these outcomes. The strengths model was constructed of elements of practice that were thought to be more effective in achieving these specific outcomes, which were different from the standard practice at the time. Now several decades later, clinicians and researchers are currently searching for innovative methods of intervention with another population for whom traditional services frequently are insufficient: adolescent runaways. The present study, based on a small feasibility project, reports on the application of the strengths model of case management to youths who have run away from home and are facing a variety of challenges in their lives. As part of a formal feasibility study, we examined challenges to implementation of this model with adolescents, such as financial status, the role of families, abuse and neglect, developmental stage, education, peer relationships, and transportation. SBCM OverviewAs described by C. A. Rapp (1998b), the strengths model of case management is based on the theory of strengths, which aims to identify the factors that are impacting an individual's life and how they can be changed. The theory states that clients must identify their own desired outcomes in areas such as quality of life, achievement, sense of competency, life satisfaction, and empowerment. The theory posits that the niches in which clients live (e.g., living arrangement, recreation, education) directly impact achievement of these outcomes. In turn, individual (e.g., aspirations, competencies, confidence) and environmental (e.g., resources, social relations, opportunities) strengths directly impact the quality of an individual's niches. By creating enabling niches instead of remaining in entrapping niches, individuals can accomplish their desired outcomes. Thus, the theory is based on internal as well as external factors that impact clients' lives.The SBCM model is based on six principles (C. A. Rapp, 1998b): (a) The focus is on individual strengths rather than pathology; (b) the commun...

show abstract

Section: Educationmentioning

confidence: 99%

Strengths-Based Case Management: Implementation with High-Risk Youth

Arnold

Walsh

Oldham

et al. 2007

Families in Society

View full text Add to dashboard Cite

show abstract

“…Previous studies have shown that bullying behaviour has a detrimental effect on both victims and offenders (2). It was associated with negative outcomes such as psychological maladjustment (psychological well-being, self-esteem, and self-confidence) (3,(5)(6)(7)(8), psychosomatic health problems (9), and involvement in substance use and other risk behaviours (10)(11)(12)(13).…”

Section: Introductionmentioning

confidence: 99%

National Time Trends in Bullying among Adolescents in the Czech Republic from 1994 to 2014.

Sarková¹,

Sigmundová²,

Kalman³

2017

Cent Eur J Public Health

View full text Add to dashboard Cite

SUMMARYObjective: Bullying in school is a public health concern which continues to be a serious threat to physical and emotional health of children and adolescents. The purpose of this study is to examine trends in bullying behaviour among school-aged children in the Czech Republic.Methods: Data were obtained from cross-sectional self-report surveys in the years 1994-2014 as a part of the Health Behaviour in School-aged Children study (HBSC) from a representative sample of 11-, 13-, and 15-year olds.Results: The highest proportion of children who bullied others (20-47%) occurred during the years 1994 and 1998. The logistic regression models showed significant decreasing trends in bullying others and also in being bullied, regardless of age and gender.Conclusion: The decreasing trend in bullying may be the consequence of a preventive policy in the Czech Republic, but also a change in the understanding of the concept of bullying in society.

show abstract

“…To date, much research on the relationship between teachers and classroom bullying has largely centered on teachers' classroom management, with a specific emphasis on discipline practices within the classroom (Bullock 2002;Smokowski and Kopasz 2005). Advocates of a classroom management approach to ameliorating bullying argue that "teachers who are adept at managing student behavior in the classroom work to prevent student bullying through creating a classroom climate incompatible with peer victimization… work to improve children's social skills and conflict management skills so that future bullying is less likely" (Crothers and Kolbert 2010, p. 537).…”

Section: Introductionmentioning

confidence: 99%

The Relation Between Students’ Perceptions of Instructional Quality and Bullying Victimization

Rutkowski

2016

IEA Research for Education

View full text Add to dashboard Cite

Instructional quality may serve as a protective factor against school bullying victimization internationally. This study investigated this using the data provided by TIMSS 2011 fourth grade students. Given the highly-skewed distribution of the bullying scale and the clustered structure of the TIMSS data, a multilevel (students nested in classes) zero-inflated Poisson regression was used and responses to the bullying items were treated as rough counts. Covariates identified as predicting bullying at the international level were controlled for. Findings from the international model indicate that better instructional quality is associated with lower rates of student self-reported bullying victimization. At the educational-system level findings are mixed. The analysis suggests that bullying begins at an early age and that, at the fourth grade level, bullying victimization is an international phenomenon. Although instructional quality is associated with lower reported bullying victimization rates internationally, cross-system differences point to the important fact that instructional quality will not, in and of itself, globally lower rates of bullying in schools.

show abstract

Bullying in School: An Overview of Types, Effects, Family Characteristics, and Intervention Strategies

Cited by 368 publications

References 26 publications

Strengths-Based Case Management: Implementation with High-Risk Youth

Strengths-Based Case Management: Implementation with High-Risk Youth

National Time Trends in Bullying among Adolescents in the Czech Republic from 1994 to 2014.

The Relation Between Students’ Perceptions of Instructional Quality and Bullying Victimization

Contact Info

Product

Resources

About