Preventing Bullying Through Science Policy And Practice
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Preventing Bullying Through Science, Policy, and Practice
Author: National Academies of Sciences, Engineering, and Medicine
language: en
Publisher: National Academies Press
Release Date: 2016-10-14
Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.
Preventing Bullying Through Science, Policy, and Practice
Author: National Academies of Sciences, Engineering, and Medicine
language: en
Publisher: National Academies Press
Release Date: 2016-09-14
Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.
Rise Above Bullying
Author: Nancy E. Willard
language: en
Publisher: John Wiley & Sons
Release Date: 2024-11-13
Is your child experiencing emotional distress because they are being bullied? Rise Above Bullying: Empower and Advocate for Your Child provides research-based and legally grounded guidance that will enable parents to gain greater insight into how to support their bullied child. This resource helps prepare parents on how to empower their child and advocate on how schools should take the necessary actions to get this harmful environment to stop. Professionals who are supporting young people through counseling or advocacy, as well as educators, will also benefit from the insight in this book. In Rise Above Bullying, Nancy E. Willard, M.S., J.D., a respected voice in the field of bullying and youth trauma, provides valuable insight on: Why bullying occurs, who is involved, the immediate and long-lasting harms it can cause, and why current anti-bullying approaches implemented by schools are not achieving effective results Strategies to empower young people with greater resilience and effective relationship skills How to document what is happening, report these concerns to the appropriate authorities, and insist on an effective intervention