School bullying: its nature and ecology

Espelage, Dorothy L.; Rue, Lisa De La

doi:10.1515/ijamh.2012.002

Cited by 61 publications

(59 citation statements)

References 56 publications

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“…victims who retaliated by becoming bullies). The destructive and adverse effects of the childhood bullying problem impact the academic, social, psychological and vocational opportunities for school-age children [6,7,8,9,10,11,12,13]. These acts of bullying and victimization tend to increase as children enter the adolescent years and decrease as they enter adulthood.…”

Section: Introductionmentioning

confidence: 99%

Victims Seeking Help from Speech-Language Pathologists: Bullying, Preparedness, and Perceptions

Blood

2016

Folia Phoniatr Logop

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Objective: Antibullying initiatives indicate that all school-based personnel should accept responsibility for changing the school climate and eliminating bullying. This study examined if victims seeking assistance for bullying contacted speech-language pathologists (SLPs), SLPs' preparation to address bullying and their current perceptions of responsibilities and interventions. Methods: A mailed survey consisting of a questionnaire and scale on bullying intervention strategies was completed by 418 school-based SLPs. Results: Sixty-one (14.6%) SLPs reported that victims on their caseloads told them directly about being bullied during the last month. The majority of SLPs (84.9%) reported that bullying was a problem in schools, and 65.1% reported that they had observed students being bullied in the past month. Less than half of the SLPs (46.7%) reported feeling prepared to deal with bullying episodes. Thirty-six SLPs (7.9%) reported that they did not address bullying issues because it was outside the scope of practice or job responsibilities. Conclusions: This is the first large study to report that victims seek help from SLPs directly for assistance with bullying incidents. SLPs stated that they received some training in addressing bullying issues but did not feel prepared. SLPs thought bullying was a problem but were undecided about the best strategies for assisting the students.

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Section: Introductionmentioning

confidence: 99%

Victims Seeking Help from Speech-Language Pathologists: Bullying, Preparedness, and Perceptions

Blood

2016

Folia Phoniatr Logop

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“…There is a strong consensus that, to understand the factors that predict bullying behavior or the risk of becoming victimized, it is crucial to not only focus on the perpetrators and the victims but to also consider the larger social context (Swearer and Espelage 2011). Characteristics of the nuclear family (e.g., parenting behavior, interparental violence) and of the broader social ecology (e.g., neighborhoods, cultural beliefs) have been found to play important roles in explaining why some children and adolescents harass others or become the victims of peer attacks (Espelage and De La Rue 2012). At least equally important, however, are the characteristics of the immediate social environment in which bullying occurs, namely the school setting (Salmivalli 2010).…”

mentioning

confidence: 99%

School-related Factors in the Development of Bullying Perpetration and Victimization: Introduction to the Special Section

Brendgen

Troop‐Gordon²

2014

J Abnorm Child Psychol

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Although not limited to school contexts, bullying perpetration and victimization often emanates from social ecologies formed within the classroom. Thus, to fully illuminate risk for involvement in bullying, we must investigate contextual features of schools that heighten or minimize aggression among students and the targeting of children for peer victimization. To this end, the articles in this special section each contribute conceptually and empirically to the study of school-related factors in bullying and peer victimization. This introduction summarizes and highlights the major findings of each paper, organized around two major themes of the articles-the role of peer group ecologies and the role of the classroom teacher. We conclude our synopsis by discussing implications for intervention and the need for anti-bullying efforts that systemically address the peer group and teacher influences identified in these investigations.

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“…While repetition is considered an important characteristic of bullying, researchers increasingly question this issue. Espelage [4] described several legal cases in which bullying victims committed suicide, yet school staff did not take actions because the alleged bullying behaviors were not repeated. She therefore challenges such definitions.…”

Section: What Is Cyberbullying?mentioning

confidence: 99%

“…Multiple review studies exist [4,6,7] that systematically review the literature related to bullying. A detailed literature review about bullying, however, is beyond the scope of the current paper.…”

Section: Bullyingmentioning

confidence: 99%

“…Cyberbullying has gained increased attention as evidenced in various media reports, including a video address by President Obama and the First Lady Michelle Obama denouncing cyberbullying, posted on Facebook on March 9, 2011 [1]. Many review studies exist in multiple areas of bullying to include, but not limited to bullying in the workplace [2,3], schools [4,5], peer groups [6], special education populations [7], and parent prevention programs [8]. Some review studies have begun to address cyberbullying in relationship to bullying [9,10], with increasing amounts of systematic reviews of cyberbullying [11][12][13].…”

Section: Introductionmentioning

confidence: 99%

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When Cyberbullying and Bullying Meet Gaming: A systemic Review of the Literature

2015

J Psychol Psychother

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Bullying is an increasingly growing concern among children and adolescents; with the technology advances, youth has found more efficient ways to inflict harm to others via cyberbullying. The media is a relentless source for blaming violent video games as the 'cause' of bullying and cyberbullying. Despite this vast amount of research in all three individual areas, namely bullying, cyberbullying, and gaming, there is little research reviewing the connections between them. This study, therefore, systematically reviews the literature exploring the interconnectedness of these areas with a specific focus on how gaming interacts with cyberbullying and bullying. In addition, it creates a model grounded in enactivism to help us identify future areas of research and develop effective cyberbullying prevention programs.Specifically, we conducted a literature search across 40 research databases to include, but not limited to PsycINFO, ERIC, Psycarticles, Teacher Reference Center, and Computer Science Index. Grounded in enactivism, we proposed the Enactivist Model of Cyberbullying, Bullying and Gaming, which suggests that the exploration of cyberbullying and bullying in relation to gaming should be conducted in a holistic fashion rather than limiting the focus on individuals' aggressive behavior. The model also provided a framework not only to make sense of but also to present the existing literature.

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School bullying: its nature and ecology

Cited by 61 publications

References 56 publications

Victims Seeking Help from Speech-Language Pathologists: Bullying, Preparedness, and Perceptions

Victims Seeking Help from Speech-Language Pathologists: Bullying, Preparedness, and Perceptions

School-related Factors in the Development of Bullying Perpetration and Victimization: Introduction to the Special Section

When Cyberbullying and Bullying Meet Gaming: A systemic Review of the Literature

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