Front cover image for The Wiley Blackwell handbook of bullying : a comprehensive and international review of research and intervention

The Wiley Blackwell handbook of bullying : a comprehensive and international review of research and intervention

Peter K. Smith (Editor), James O'Higgins-Norman (Editor)
"The meaning of the word bully changed during the seventeenth century from a connotation of admiration to descriptors such as "fine fellow" to "blusterer" to "harasser of the weak" (Harper, 2001-2019a). During the eighteenth century, the word was then used to refer "pimp" or "villain", which was seen as "perhaps an early link between the word bully and the male exploiting the female" (Crawford, 1999, p. 86). As a verb, the word bully can be traced back to 1710, derived from the noun bully and where individuals were thought to engage in behaviors that functioned to "overbear with bluster and menaces" (Harper, 2001-2019a), whereas the word bullying - a gerund - can be found to originate in the 1770s where individuals were described as actively engaging in "insolent tyrannizing, personal intimidation" (Harper, 2001-2019b)."-- Provided by publisher
eBook, English, 2021
John Wiley & Sons, Inc., Hoboken, NJ, 2021
handbooks
1 online resource (xiv, 648 pages) : illustrations
9781118482650, 9781118482711, 9781118482704, 1118482654, 1118482719, 1118482700
1195820175
Section One - Conceptual and Historical Issues
1. Definitions of Bullying
2. Origins of School Bullying Research
3. The School Bullying Research Program: Why and How It Has Developed
4. Critique of the Bullying Research Program
5. Participant Roles in Bullying
6. Types of Traditional (Offline) Bullying
7. Types of Cyberbullying
8 Teachers' Attitudes Toward Bullying: What Do We Know, and Where Do We Go from Here?
9 Why Do Bullies Bully? Motives for Bullying
Section Two - Measurement Issues
10 Measurement Issues Relevant to Questionnaire Data
11 Social Network Approaches to Bullying and Victimization
12 A Peek Behind the Fence: Observational Methods 25 Years Later
13 Measurement Issues Relevant to Qualitative Studies
Section Three - Bias or Identity Based Bullying
14 Ethnicity-Based Bullying: Suggestions for Future Research on Classroom Ethnic Composition
15 Bias Bullying Problems Among School Children: Sexual and Gender-Based Bullying, and Intersectional Considerations
16 Bias Bullying: Sexual Orientation
17 Transphobic Bullying
18 Religious-Based Bullying: International Perspectives on What It Is and How to Address It
19 Disablist Bullying
20 Migration and Bullying
Section Four - Risk Factors
21 Genetic and Epigenetic Factors in Bullying
22 Neurobiological Factors of Bullying Victimization
23 Personality Factors, Empathy, and Moral Disengagement in Bullying
24 Parents and Bullying
25 The Role of the Peer Group and Classroom Factors in Bullying Behavior
26 School Factors with a Focus on Boarding Schools
27 Communities and Neighborhoods as Contexts that Influence the Bully/Victim Dynamic
28 Media Factors and Bullying
29 Cultural Factors and Bullying
30 Combating Workplace Bullying: Interventions and the Role of the Organization's Ethical Infrastructure
Section Five - Outcomes of Bullying
31 Bullying and Internalizing Symptoms
32 Bullying and Externalizing Problems
33 Understanding the Associations Between Bullying, Suicide, and Self-Harm
34 School Bullying and Peer Victimization: Its Role in Students' Academic Achievement
Index