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Bullying has a tendency to be associated with aggression between children in the playground, but bullying and abuse can also be observed in other social settings. Bullying in Different Contexts brings together, for the first time, leading international researchers to discuss these behaviours in a wide range of settings, including preschool, school, the home, residential care, prisons, the workplace and cyberspace. The authors provide background to the different contexts, discuss the impact and types of interpersonal aggression and the characteristics of those involved. A final chapter collates the findings from each context to draw conclusions on the similarities and differences between the behaviours, risk factors for involvement and theoretical approaches to explain bullying. This original volume will further our understanding of bullying and inform preventative and intervention work. The authors seek to show how research from diverse settings may inform our understanding of the bullying phenomenon as a whole

Intro -- Contents -- Preface -- Acknowledgments -- From the Trenches: Cyberbullying and Beyond -- Introduction -- From "Traditional" Bully/Victim Problems to Cyberbullying ... and Beyond -- Chapters and Focus -- Chapter 2: How Research on Cyberbullying Has Developed -- Chapter 3: Conceptual and Definitional Issues Regarding Cyberbullying: A Case for Using the Term Cyber Aggression? -- Chapter 4: Prevalence Rates of Cyberbullying from a Cross-National Perspective: Definitional and Methodological Issues -- Chapter 5: Cyberbullying among Children and Adolescents: A Quantitative and a Qualitative Approach to Gender Differences -- Chapter 6: Re-Thinking Well-Being Measures in Bullying and Cyberbullying Research -- Chapter 7: Physical Proximity, Social Distance, and Cyberbullying Research -- Chapter 8: The EU Kids Online Project: The Importance of Large Scale Cross-National Research -- Chapter 9: Cyberbullying in South Korea -- Chapter 10: Needs, Determinants, Coping, and Stand-Alone Interventions -- Chapter 11: Coping with Cyberbullying -- Chapter 12: Cyberbullying and Mental Health: Internet-Based Interventions for Children and Young People -- Chapter 13: The Australian Perspective: Efforts to Counter Cyberbullying -- Chapter 14: Teachers' Perceptions of Cyberbullying in Irish Secondary Schools -- Chapter 15: Concluding Thoughts: Where Are We Now and Where to Next? -- References -- How Research on Cyberbullying Has Developed -- Introduction -- Method -- Results : Step 1 Analyses -- Year of Publication -- Number of Authors -- National Affliation of Authors -- Cross-National and Cross-Continental Research -- Type of Article -- Results : Step 2 Analyses -- Discussion -- Types of Research -- Definitional or Measurement Issues -- Longitudinal Data -- Qualitative Data -- Prevalence Rates -- Age Differences -- Gender Differences -- Country Comparisons

The paper examines how young people describe experiences of bullying when participating in an Internet community dedicated to young people experiencing mental health problems. The micro‐analytic focus demonstrates how young people construct their identities in relation to their telling about their experiences of being victims of bullying, reporting on two distinct ways that they framed their postings. The posters either disclosed their experiences about bullying in relation to a wider self‐presentation of experiences of bullying (bullying being part of their past and a partial reason for their problems), or more straightforwardly asked for help and advice from other participants to find ways of dealing with ongoing bullying. Finally, the paper demonstrates how contributors orient to the Internet community, and calls for more research based on unsolicited naturalistic data for such issues as bullying.

Cyber-bullying led a Rutgers University student to commit suicide, which led the Federal government and institutions of higher education to take a closer look at bullying and cyber-bullying on college campuses. Congress introduced the Tyler Clementi Higher Education Anti-Harassment Act (Tyler Clementi Act) that would require institutions that receive Federal financial aid to provide anti-bullying programming on their campuses. This study examined the bullying related policies and practices at five public research universities. Specifically, interviews were conducted with both the Chief Student Affairs Officer and Chief Conduct Officer at each institution to examine their perceptions of the judicial and programmatic efforts to reduce bullying and cyber-bullying on their campuses. In addition, the research asked about their preparedness if the Tyler Clementi Act would become law. Significant research has been conducted on bullying at the K-12 level but there is very little research on the prevalence of bullying at the college level. This study indicates that administrators perceive, and have even witnessed, bullying on their campuses. Despite recognizing the existence of bullying on their campus, only one institution has instituted any type of proactive efforts to address bullying on their campus. The other four institutions are more reactive. In addition, very little change occurred following the death of Clementi, yet all administrators interviewed believe strongly that their institution would be in compliance with the basic components of the Tyler Clementi Act if it were enacted. After a review of current practices at each of these five campuses, several recommendations are suggested to improve anti-bullying efforts at institutions of similar size, including, but not limited, to: an institutional-wide effort to provide proactive programming efforts for all sub-groups of the student population, formal assessment and stronger awareness and involvement of the Chief Student Affairs Officer.

Do bullies have free rein in our churches? Who are the bullies? What is scapegoating? Is it possible to practice the mercy and forgiveness demanded by Gospel ethics while also protecting people from emotional and professional damage?These are some of the questions that Stephen Finlan seeks to answer, looking for an ethic of behavior that is both spiritually valid and psychologically wise. He seeks responses to bullying that are both ""wise"" and ""harmless"" (Matt 10:16), that do not leave people helpless against the cruelty of church bullies. Bullying has become a major concern in schools and