Research on School Bullying and Victimization: What Have We Learned and Where Do We Go from Here?

Autor/inn/en	Espelage, Dorothy L.; Swearer, Susan M.
Titel	Research on School Bullying and Victimization: What Have We Learned and Where Do We Go from Here?
Quelle	In: School Psychology Review, 32 (2003) 3, S.365-383 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Bullying; School Psychology; Victims of Crime; Educational Research; Prevention; Intervention; Psychological Patterns; Social Influences; At Risk Persons; Peer Influence; School Culture; Legal Responsibility; Aggression; Behavior Problems; Peer Relationship; Evaluation Methods; Gender Differences; Racial Differences; Age Differences; Depression (Psychology); Anxiety; Empathy; Interpersonal Competence; Individual Characteristics; Family Influence; Educational Environment + Suchen Sie Ihr Suchwort? Mobbing; Schulpsychologie; Victim; Victims; Crime; Opfer; Verbrechen; Bildungsforschung; Pädagogische Forschung; Prävention; Vorbeugung; Sozialer Einfluss; Risikogruppe; Schulkultur; Schulleben; Strafmündigkeit; Peer-Beziehungen; Geschlechterkonflikt; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Angst; Empathie; Interpersonale Kompetenz; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This special issue on bullying and victimization in "School Psychology Review" highlights current research efforts in American schools on bullying and peer victimization, and how this research can inform prevention and intervention planning. This introductory article provides a brief overview of several major insights gained over the last decade from research on bullying in school-aged youth and sets the stage for the special issue. Research on psychosocial correlates in bullying behaviors is reviewed and four insights that provide directions for future research are derived. The contributing authors in the special issue augment these insights by examining the influence of the peer ecology on bullying (Rodkin & Hodges, 2003), using longitudinal and multivariate methodologies in bullying research (Long & Pellegrini, 2003), assessing the climates within the school where bullying typically occurs (Leff, Power, Costigan, & Manz, 2003), exploring implementation issues of school-wide bullying prevention programming (Orpinas, Horne, & Staniszewski, 2003), reviewing laws and policies to address bullying (Limber & Small, 2003), and challenging researchers to reach a consensus on bullying research (Furlong, Morrison, & Greif, 2003). (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10