Wprowadzamy dane do ScienceON
Zgodnie z Komunikatem Prorektora UŁ ds. nauki dotyczącym systemu ScienceON od 15.09.2023 r. Wydawnictwo Uniwersytetu Łódzkiego wprowadza dane o wszystkich publikacjach wydanych przez siebie...
Why do children get involved with bullying? Does cyberbullying differ from traditional bullying? How can bullying at school be prevented?
The Psychology of School Bullying explores what bullying is and what factors lead to children playing roles as bullies, victims, defenders, bystanders or even some combination of these. The book examines proactive strategies to reduce the likelihood of bullying happening in school, but also looks at what action the school could take if bullying incidents do occur.
As bullying can have such far-reaching consequences and sometimes tragic outcomes, it is vital to grasp how and why it happens, and The Psychology of School Bullying shows how improved knowledge and understanding can lead to effective interventions.
Peter K. Smith is Emeritus Professor of Psychology at Goldsmiths, University of London, UK. He has written and edited many books and articles on the topic of school bullying. In 2015 he was awarded the William Thierry Preyer award for Excellence in Research on Human Development.
Arseneault, L. (2018). Annual research review: The persistent and pervasive impact of being bullied in childhood and adolescence: Implications for policy and practice. Journal of Child Psychology and Psychiatry, 59, 405–421.
View in Google Scholar
Ayers, S.L., Wagaman, M.A., Geiger, J.M., Bermudez-Parsai, M. i Hedberg, E.C. (2012). Examining school-based bullying interventions using multilevel discrete time hazard monitoring. Prevention Science, 13, 539–550.
View in Google Scholar
Ball, H.A., Arsenault, L., Taylor, A., Maughan, B., Caspi, A. i Moffitt, T.E. (2008). Genetic and environmental influences on victims, bullies and bully-victims in childhood. Journal of Child Psychiatry and Psychiatry, 49, 104–112.
View in Google Scholar
Beckman, L. i Svensson, M. (2015). The cost-effectiveness of the Olweus bullying prevention program: Results from a modeling study. Journal of Adolescence, 45, 127–139.
View in Google Scholar
Bibou-Nakou, I., Tsiantis, J., Assimopoulos, H. i Chatzilambou, P. (2012). Bullying/victimization from a family perspective: A qualitative study of secondary school student’ views. European Journal of Psychology of Education, 28, 53–71.
View in Google Scholar
Blakemore, S.-J. i Mills, K.L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65, 187–207.
View in Google Scholar
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.
View in Google Scholar
Brown, E.C., Low, S., Smith, B.H. i Haggerty, K.P. (2011). Outcomes from a school-randomized controlled trial of Steps to Respect: A bullying prevention Program. School Psychology Review, 40, 423–443.
View in Google Scholar
Brown, S. i Taylor, K. (2008). Bullying, education and earnings: Evidence from the National child development study. Economics of Education Review, 27, 387–401.
View in Google Scholar
Campbell, M. i Bauman, S. (eds.) (2018). Reducing cyberbullying in schools. London: Elsevier.
View in Google Scholar
Cornell, D. i Huang, F. (2016). Authoritative school climate and high school student risk behavior: A cross-sectional multi-level analysis of student self-reports. Journal of Youth and Adolescence, 45, 2246–2259.
View in Google Scholar
Cornell, D., Shukla, K. i Konold, T. (2015). Peer victimization and authoritative school climate: A multilevel approach. Journal of Educational Psychology, 107, 1186.
View in Google Scholar
Cowie, H. i Smith, P.K. (2010). Peer support as a means of improving school safety and reducing bullying and violence. W: B. Doll, W. Pfohl i J. Yoon (eds.), Handbook of Youth Prevention Science. New York: Routledge, s. 177–193.
View in Google Scholar
Cross, D., Monks, H., Hall, M., Shaw, T., Pintabona, Y., Erceg, E. i inni (2011). Three year results of the friendly schools whole-of-school intervention on children’s bullying behavior. British Educational Research Journal, 37, 105–129.
View in Google Scholar
Cyberbullying tragedy: New Jersey family to sue after 12-year-old daughter’s suicide. https://www.nbcnews.com/news/us-news/new-jersey-family-sue-school-district-after-12-year-old-n788506 (dostęp: 24.04.2023).
View in Google Scholar
Department for Education (2017). Preventing and tackling bullying: Advice for headteachers, staff and governing bodies. www.gov.uk/government/publications (dostęp: 24.04.2023).
View in Google Scholar
Ditch the label (2017). Coroczna ankieta dot. prześladowania. https://www.ditchthelabel.org/ (dostęp: 14.08.2023).
View in Google Scholar
Ellis, B.J., Volk, A.A., Gonzalez, J-M. i Embry, D.D. (2016). The meaningful roles intervention: An evolutionary approach to reducing bullying and increasing prosocial behavior. Journal of Research on Adolescence, 22, 622–637.
View in Google Scholar
Ennis, J. (2012). Unbelievable – From My Childhood Dreams To Winning Olympic Gold. London: Hodder & Stoughton.
View in Google Scholar
Ewaluacja programu Tellus4 (2010). http://webarchive.nationalarchives.gov.uk/20120503103309/www.education.gov.uk/publications/eOrderingDownload/DFE-RR002.pdf (dostęp: 24.04.2023).
View in Google Scholar
Farrington, D.P., Lösel, F., Ttofi, M.M. i Theodorakis, N. (2012). School bullying, depression and offending behaviour later in life: An updated systematic review of longitudinal studies. Stockholm: Swedish National Council for Crime Prevention.
View in Google Scholar
Finkelhor, D., Turner, H.A. i Hamby, S. (2012). Let’s prevent peer victimization, not just bullying. Child Abuse & Neglect, 36, 271–274.
View in Google Scholar
Flygare, E., Frånberg, G-M., Gill, P., Johansson, B., Lindberg, O., Osbeck, C. i Söderström, Å. (2011). Evaluation of anti-bullying methods. Report 353. Stockholm: National Agency for Education. www.skolverket.se (dostęp: 24.04.2023).
View in Google Scholar
Frisén, A., Hasselblad, T. i Holmqvist, K. (2012). What actually makes bullying stop? Reports from former victims. Journal of Adolescence, 35, 981–990.
View in Google Scholar
Garandeau, C.F., Poskiparta, E. i Salmivalli, C. (2014). Tackling acute cases of school bullying in the KiVa anti-bullying program: A comparison of two approaches. Journal of Abnormal Child Psychology, 40, 289–300.
View in Google Scholar
Gradinger, P., Yanagida, T., Strohmeier, D. i Spiel, C. (2016). Effectiveness and sustainability of the ViSC social competence program to prevent cyberbullying and cyber-victimization: Class and individual level moderators. Aggressive Behavior, 42, 181–193.
View in Google Scholar
Guldberg, H. (2010). Sorry, but it can be GOOD for children to be bullied. www.dailymail.co.uk/femail/article-1281630/DR-HELENE-GULDBERG-Sorry-GOOD-children-bullied.html (dostęp: 24.04.2023).
View in Google Scholar
Harter, S. (1985). Manual for the self-perception profile for children. Denver, CO: University of Denver.
View in Google Scholar
Hawley, P.H. i Williford, A. (2015). Articulating the theory of bullying intervention programs: Views from social psychology, social work, and organizational science. Journal of Applied Developmental Psychology, 37, 3–15.
View in Google Scholar
Hayes, R. i Herbert, C. (2011). Rising above bullying: From despair to recovery. London–Philadelphia: Jessica Kingsley.
View in Google Scholar
Hong, J.S. i Espelage, D.L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17, 311–322.
View in Google Scholar
Huitsing, G. i Veenstra, R. (2012). Bullying in classrooms: Participant roles from a social network perspective. Aggressive Behavior, 38, 494–509.
View in Google Scholar
Juvonen, J., Nishina, A. i Graham, S. (2001). Self-views versus peer perceptions of victim status among early adolescents. W: J. Juvonen i S. Graham (eds.), Peer harassment at school: The plight of the vulnerable and victimised. New York: Guildford, s. 105–124.
View in Google Scholar
Kanetsuna, T., Smith, P.K. i Morita, Y. (2006). Coping with bullying at school: Children’s recommended strategies and attitudes to school-based interventions in Japan and England. Aggressive Behavior, 32, 570–580.
View in Google Scholar
Kärnä, A., Voeten, M., Poskiparta, E. i Salmivalli, C. (2010). Vulnerable children in varying classroom contexts: Bystanders’ behaviors moderate the effects of risk factors on victimization. Merrill-Palmer Quarterly, 56, 261–282.
View in Google Scholar
Kwestionariusz Prześladowcy/Ofiary Olweusa. University of Bergen, Norway. olweus@uni.no. Zob. też https://www.pdastats.com/PublicFiles/Olweus_Sample_Standard_School_Report.pdf (dostęp: 24.04.2023).
View in Google Scholar
Lee, S-H., Smith, P.K. i Monks, C. (2012). Meaning and usage of a term for bullying-like phenomena in South Korea: A lifespan perspective. Journal of Language and Social Psychology, 31, 342–349.
View in Google Scholar
Lereya, S.T., Samara, M. i Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study. Child Abuse & Neglect, 37, 1091–1108.
View in Google Scholar
Machmutow, K., Perren, S., Sticca, F. i Alsaker, F.D. (2012). Peer victimisation and depressive symptoms: Can specific coping strategies buffer the negative impact of cybervictimisation? Emotional and Behavioural Difficulties, 17, 403–420.
View in Google Scholar
Menesini, E., Nocentini, A. i Palladino, B.E. (2012). Empowering students against bullying: and cyberbullying: Evaluation of an Italian peer-led model. International Journal of Conflict and Violence, 6, 313–320.
View in Google Scholar
Monks, C. i Coyne, I. (eds.). (2011). Bullying in different contexts. Cambridge: Cambridge University Press.
View in Google Scholar
Mooney, S. i Smith, P.K. (1995). Bullying and the child who stammers. British Journal of Special Education, 22, s. 24–27.
View in Google Scholar
Nansel, T.R., Craig, W., Overpeck, M.D., Saluja, G., Ruan, W.J. i The Health Behaviour in School-aged Children Bullying Analyses Working Group. (2004). Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archives of Pediatrics and Adolescent Medicine, 158, 730–736.
View in Google Scholar
Nocentini, A. i Menesini, E. (2016). KiVa anti-bullying program in Italy: Evidence of effectiveness in a randomised control trial. Prevention Science, 17, 1012–1023.
View in Google Scholar
Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell.
View in Google Scholar
Olweus, D. i Limber, S. (2010). The Olweus bullying prevention program: Implementation and evaluation over two decades (s. 377–401). W: S. Jimerson, S. Swearer i D. Espelage (eds.), Handbook of bullying in schools: An international perspective. New York: Routledge.
View in Google Scholar
Peeters, M., Cillessen, A.H.N. i Scholte, R.H.J. (2010). Clueless or powerful? Identifying subtypes of bullies in adolescence. Journal of Youth and Adolescence, 39, 1041–1052.
View in Google Scholar
Purdy, N. i Smith, P.K. (2016). A content analysis of school anti-bullying policies in Northern Ireland. Educational Psychology in Practice, 32, 281–295.
View in Google Scholar
Ramirez, M., Ten Eyck, P., Peek-Asa, C., Onwuachi-Willig, A. i Cavanaugh, J.E. (2016). Evaluation of Iowa’s anti-bullying law. Injury Epidemiology, 3(1), 15.
View in Google Scholar
Raporty uczniów dot. prześladowania: wyniki z przeprowadzonej w 2015 r. narodowej ankiety dot. wiktymizacji przestępczej, https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017015 (dostęp: 24.04.2023).
View in Google Scholar
Rigby, K. (2016). School perspectives on bullying and preventative strategies: An exploratory study. Australian Journal of Education, 61, 24–39.
View in Google Scholar
Rigby, K. i Griffiths, C. (2010). Applying the method of shared concern in Australian schools: An evaluative study. Canberra: Department of Education, Employment and Workplace Relations (DEEWR).
View in Google Scholar
Rivers, I., Poteat, V.P., Noret, N. i Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24, 211–223.
View in Google Scholar
Salmivalli, C. i Poskiparta, E. (2012). KiVa antibullying program: Overview of evaluation studies based on a randomized controlled trial and national rollout in Finland. International Journal of Conflict and Violence, 6, 294–302.
View in Google Scholar
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K. i Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22, 1–15.
View in Google Scholar
Slee, P., Skrzypiec, G., Sandhu, D. i Campbell, M. (2018). PhotoStory: A legitimate research tool in cross-cultural research. W: P.K. Smith, S. Sundaram, B. Spears, C. Blaya, M. Schafer i D. Sandhu (eds.), Bullying, cyberbullying and pupil well-being in schools: Comparing European, Australian and Indian perspectives. Cambridge: Cambridge University Press.
View in Google Scholar
Smith, P.K. (2014). Understanding school bullying: Its nature and prevention strategies. London: Sage.
View in Google Scholar
Smith, P.K. (2016). School-based interventions to address bullying. Estonian Journal of Education, 4, 142–164.
View in Google Scholar
Smith, P.K. (2017). Bullying and theory of mind: A review. Current Psychiatry Reviews, 13, 90–95.
View in Google Scholar
Smith, P.K., Robinson, S. i Marchi, B. (2016). Cross-national data on victims of bullying: What is really being measured? International Journal of Development Science, 10, 9–19.
View in Google Scholar
Smith, P.K., Talamelli, L., Cowie, H., Naylor, P. i Chauhan, P. (2004). Profiles of non-victims, escaped victims, continuing victims and new victims of school bullying. British Journal of Educational Psychology, 74, 565–581.
View in Google Scholar
Sojusz przeciwdziałający prześladowaniu. Prześladowanie na tle seksualnym: opracowywanie efektywnej praktyki przeciwdziałającej prześladowaniu. www.anti-bullyingalliance.org.uk (dostęp: 24.04.2023).
View in Google Scholar
Spiel, C. i Strohmeier, D. (2011). National strategy for violence prevention in the Austrian public school system: Development and implementation. International Journal of Behavioral Development, 35, 412–418.
View in Google Scholar
Stonewall (2017). School report: The experiences of lesbian, gay, bi and trans young people in Britain’s schools in 2017. www.stonewall.org.uk/get-involved/education (dostęp: 24.04.2023).
View in Google Scholar
Thompson, F. i Smith, P.K. (2011). The use and effectiveness of anti-bullying strategies in schools. DFE-RR098.
View in Google Scholar
Thompson, F. i Smith, P.K. (2012). Anti-bullying strategies in schools – What is done and what works. British Journal of Educational Psychology, Monograph Series II, 9, 154–173.
View in Google Scholar
Thompson, F. i Smith, P.K. (2013). Bullying in schools. W: N. Purdy (ed.), Pastoral care 11–16: A critical introduction (s. 64–95). London: Bloomsbury.
View in Google Scholar
Ttofi, M.M. i Farrington, D.P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56.
View in Google Scholar
Ttofi, M.M., Farrington, D.P. i Lösel, F. (2011). Do the victims of school bullies tend to become depressed later in life? A systematic review and meta-analysis of longitudinal studies. Journal of Aggression, Conflict and Peace Research, 3, 63–73.
View in Google Scholar
Veiga Simão, A.M., Costa Ferreira, P., Freire, I., Caetano, A.P., Martins, M.J. i Vieira, C. (2017). Adolescent cybervictimization – Who they turn to and their perceived school climate. Journal of Adolescence, 58, 12–23.
View in Google Scholar
Webster, D. i Webster, V. (2012). So many everests. Oxford: Lion Hudson.
View in Google Scholar
Wolke, D. i Lereya, T. (2015). Long-term effects of bullying. Archives of Disease in Childhood, 100, 879–885.
View in Google Scholar
Wright, M.F. (2016). Cybervictims’ emotional responses, attributions, and coping strategies for cyber victimization: A qualitative approach. Safer Communities, 15, 160–169.
View in Google Scholar
Ybarra, M.L., Espelage, D.L. i Mitchell, K.J. (2014). Differentiating youth who are bullied from other victims of peer-aggression: The importance of differential power and repetition. Journal of Adolescent Health, 55, 293–300.
View in Google Scholar
Yeager, D.S., Fong, C.J., Lee, H.Y. i Espelage, D.L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theory and athree-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36–51.
View in Google Scholar
Zgodnie z Komunikatem Prorektora UŁ ds. nauki dotyczącym systemu ScienceON od 15.09.2023 r. Wydawnictwo Uniwersytetu Łódzkiego wprowadza dane o wszystkich publikacjach wydanych przez siebie...