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From Birth to Sixteen outlines children's physical, social, emotional and language development from infancy through to adolescence. In both its practical application of research and its contribution to the assessment of child development, this text provides essential reading for those studying, or indeed practising, child development in the context of nursing, play work, youth work, play therapy, early years education, teaching, social work and occupational therapy.

Books reviewed: 1/ The Mindful Teacher's Toolkit: Awareness-based Wellbeing in Schools -- 2/ Child Rights Education for Participation and Development -- 3/ Multiperspectivity on School Bullying: One Pair of Eyes is not Enough. ; One aspect that the three books in this reviews section have in common is the absolute dedication of the authors to their topic. Both Kevin Hawkins and Amy Burke, authors of The Mindful Teacher's Toolkit: Awareness-based Wellbeing in Schools, have worked internationally with children and young people and with teachers in developing awareness-based well-being through mindfulness and social-emotional learning (SEL), so they bring to their book a wealth of experience and deep knowledge of the theory and practice of mindfulness across cultures. Kevin and Amy are also co-founders of MindWell Education - www.mindwell-education.com - a network of resources and ideas for good practice. Similarly, Murli Desai & Sheetal Goel, authors of Child Rights Education for Participation and Development, build on the idealism of the Child Rights and You (CRY) movement founded in India in the 1970s by the late Rippan Kapur who was committed to the values of peace, dignity, tolerance, freedom, equality and justice, as well as child rights principles, such as the right to participation, the right to education, the right to be free of discrimination and violence, and the right to play and recreation. Finally, Ken Rigby, author of Multiperspectivity on School Bullying: One Pair of Eyes is not Enough, has devoted his life to understanding the phenomenon of school bullying through his work as a teacher, as a lecturer, as a trainer and workshop leader, as an author and as a researcher. These authors have a vision of a better world and express their commitment to disseminating their values at a time of acute anxiety about social and political issues and fears for the very future of our environment. Each recognizes the complexity of the issue that they are concerned with. Each is aware that, despite years of research and practice, the challenging issues that they face are not easily resolved. Despite this, with their erudition and commitment, they inspire the reader to continue the struggle against such aspects of the human condition as insensitivity to others' feelings, abuse of power, lack of self-awareness, perpetration of injustice and social exclusion of vulnerable individuals or groups. ; N/A

In this article, we discuss a range of ways in which children and young people themselves can give adults insights into bullying and how to resolve it. The adoption of peer support within a school can create opportunities for children and young people to be proactive in challenging bullying when they observe it.

This article examines cyberbullying in the UK and Japan and compares the steps that each country is taking to address the issue by exploring the general principles through which central government, parents, charities, teachers, students and ICT providers in each country are working together. It also suggests that peer support schemes have a unique contribution to make and that an emphasis on peer group relationships and processes of collaboration with young people offer useful ways forward. It is essential to acknowledge that the problem is multi-dimensional and without a full understanding of the complex ways in which young people relate to one another it is unlikely that cyberbullying will be reduced. ; peer-reviewed

Cover -- Half Title -- Title -- Copyright -- Contents -- List of contributors -- Preface -- Theme 1 The nature and impact of cyberbullying and online harassment -- 1 Cyberbullying and online harassment: the impact on emotional health and well-being in higher education -- 2 A review of cyberbullying perpetration research: a lifespan perspective -- 3 'It was only a bit of fun' - when bullying and cyberbullying becomes harassment and sexual violence among university students - findings from the Violence at University Project -- Theme 2 The social and cultural contexts which facilitate or challenge cyberbullying and online harassment -- 4 Leadership as a double-edged sword: The social, cultural and institutional contexts of cyberbullying and online harassment -- 5 Racism on Campus -- 6 Homophobic and transphobic online harassment: young people in Scotland during the COVID-19 pandemic -- 7 Cyberbullying and online hate speech in Thailand -- 8 Sexual harassment within the workplace after #MeToo and Time's Up -- 9 Disablism, cyberbullying and online opportunities for engagement -- Theme 3 Legal perspectives: The boundaries of responsibility -- 10 Misogyny in the metaverse: leveraging policy and education to address technology-facilitated violence -- 11 Stalking in universities: Responding effectively as an institution while prioritising the safety of victims -- Theme 4 Coping: Strategies and interventions -- 12 Coping with cyberbullying (CB) and online harm: fostering social connectedness across fluid sociotechnical ecosystems -- 13 From bystanding to upstanding -- 14 Rehabilitation and peer ecology -- 15 Interventions to challenge cyberbullying and online harassment: the perspective from schools -- Theme 5 Effective policies to counteract cyberbullying and online harassment -- 16 Policies to address cyberbullying in schools and universities.

"Cyberbullying and Online Harms identifies online harms and their impact on young people, from communities to campuses, exploring current and future interventions to reduce and prevent online harassment and aggression. This is essential reading for researchers, academics, undergraduates and postgraduates in sociology, psychology, criminology, media and communication studies, as well as practitioners and policymakers in psychology, education, sociology, criminology, psychiatry, counselling and psychotherapy, and anyone concerned with the issue of bullying, cyberbullying and online harms among young people in higher education"--