Skip to main content Accessibility help
×
Hostname: page-component-8448b6f56d-c47g7 Total loading time: 0 Render date: 2024-04-24T11:09:03.659Z Has data issue: false hasContentIssue false

Part III - Working with Students and Teachers

Published online by Cambridge University Press:  10 May 2018

Peter K. Smith
Affiliation:
Goldsmiths, University of London
Suresh Sundaram
Affiliation:
Annamalai University
Barbara A. Spears
Affiliation:
University of South Australia
Catherine Blaya
Affiliation:
Université de Nice, Sophia Antipolis
Mechthild Schäfer
Affiliation:
Ludwig-Maximilians-Universität Munchen
Damanjit Sandhu
Affiliation:
Punjabi University, Patiala
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Bullying, Cyberbullying and Student Well-Being in Schools
Comparing European, Australian and Indian Perspectives
, pp. 187 - 314
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Aries, P. (1962). Centuries of Childhood. New York: Vintage Books.Google Scholar
Bessell, A. G., Deese, W. B. & Medina, A. L. (2007). Photolanguage: How a picture can inspire a thousand words. American Journal of Evaluation, 28, 558569. doi: 10.1177/1098214007306372.Google Scholar
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 7, 513531. doi: 10.1037//0003-066X.32.7.513.Google Scholar
Bruner, J. & Haste, H. (1987). Making Sense: The Child’s Construction of Reality. London: Methuen.Google Scholar
Cambridge Dictionary (2017). Eve-teasing. Retrieved on March 19, 2017 from http://dictionary.cambridge.org/dictionary/english/eve-teasing.Google Scholar
Castleden, H. & Garvin, T. (2008). Modifying Photovoice for community-based participatory Indigenous research. Social Science & Medicine, 66, 13931405. doi: 10.1016/j.socscimed.2007.11.030.Google Scholar
Heinemann, P. P. (1973) Mobbing: Gruppevold blant barn og voksne [Bullying: Group Violence among Children and Adults]. Oslo: Gyldendal.Google Scholar
Hemphill, S. A., Heerde, J. A. & Gomo, R. (2014). Defining Bullying for the Australian Research and Academic Community. Canberra: Australian Research Alliance for Children and Youth.Google Scholar
Hunter, S. C., Mora-Merchan, J. & Ortega, R. (2004). The long-term effects of coping strategy use in victims of bullying. Spanish Journal of Psychology, 7(1), 312.Google Scholar
Israel, B., Schultz, A. J., Parker, E. A. & Becker, A. B. (2001). Community-based participatory research: Policy recommendations for promoting a partnership approach in health research. Education for Health, 14, 182197. doi: 10.1080/13576280110051055.Google Scholar
Kanetsuna, T., Smith, P. K. & Morita, Y. (2006). Coping with bullying at school: Children’s recommended strategies and attitudes to school-based interventions in England and Japan. Aggressive Behavior, 32, 570580. doi: 10.1002/ab.20156.CrossRefGoogle Scholar
Kaur, K., Kaur, S. & Sandhu, D. (2014). Cyber bullying: An emerging threat to pupil well-being. International Journal of Social Sciences Review, 2, 374377.Google Scholar
Kellett, M. (2010). Rethinking Children and Research: Attitudes in Contemporary Society. London: Bloomsbury Academic.Google Scholar
Kelly, J. G., Dassoff, N., Levin, I., Schreckengost, J., Stelzner, S. P. & Altman, E. (1988). A guide to conducting prevention research in the community: First steps. Prevention in the Human Services, 6, 1174. doi: 10.4324/9781315791678.Google Scholar
Kelly, J. G, Mock, L. O. & Tandon, D. S. (2001). Collaborative inquiry with African-American community leaders: Comments on a participatory action research process. In Reason, P. & Bradbury, H. (eds.), Handbook of Action Research (pp. 348355). London: Sage.Google Scholar
Keremane, G. B. & McKay, J. (2011). Using PhotoStory to capture irrigators’ emotions about water policy and sustainable development objectives: A case study in rural Australia. Action Research, 9, 405425. doi: 10.1177/1476750311409598.CrossRefGoogle Scholar
Kessen, W. (1979). The American child and other cultural inventions. American Psychologist, 34, 815882. doi: 10.1037/0003-066X.34.10.815.Google Scholar
Kuruvilla, M. & Suhara, F. (2014). Response patterns of girl students to eve-teasing: An empirical study in a university setting. International Journal of Education and Psychological Research, 3(3), 6064. doi: 10.5897/IJSA2013.0445.Google Scholar
Lazarus, R. S. & Folkman, S. (1984). Stress, Appraisal, and Coping. New York: Springer.Google Scholar
Mason, P. (2005). Visual data in applied qualitative research: Lessons from experience. Qualitative Research, 5, 325346. doi: 10.1177/1468794105054458.Google Scholar
Matthews, S. H. (2007). A window on the ‘new’ sociology of childhood. Sociology Compass, 1, 322334. doi: 10.1111/j.1751–9020.2007.00001.x.CrossRefGoogle Scholar
Meacham, J. (1999). Riegal, dialectics and multiculturalism. Human Development, 43, 134144.CrossRefGoogle Scholar
Minkler, M. (2004). Ethical challenges for the ‘outside’ researcher in community-based participatory research. Health Education & Behavior, 31, 684697 doi: 10.1177/1090198104269566.Google Scholar
Murray-Harvey, R., Skrzypiec, G. & Slee, P. T. (2012). Effective and ineffective coping with bullying strategies as assessed by informed professionals and their use by victimised students. Australian Journal of Guidance and Counselling, 22(1), 122138.Google Scholar
Nic Gabhainn, S. & Sixsmith, J. (2006). Children photographing well-being: Facilitating participation in research. Children & Society, 20(4), 249259. doi: 10.1111/j.1099–0860.2005.00002.x.Google Scholar
Olweus, D. (1978). Aggression in the Schools: Bullies and Whipping Boys. Washington, DC: Hemisphere.Google Scholar
Olweus, D. (1993). Victimization by peers: Antecedents and long-term outcomes. In Rubin, K. H. & Asendorf, J. B. (eds.), Social Withdrawal, Inhibition, and Shyness in Childhood (pp. 315341). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Peppard, J. L., Lewis, F. A., McMillan, J. M., Palmer, C. D., Lawson, M. J. & Slee, P. T. (2008). Family Wellbeing: The Family Learning Network: An Evaluation. Adelaide, SA: Shannon Press.Google Scholar
Punch, S. (2002). Research with children: The same or different from research with adults? Childhood, 9, 321341. doi: 10.1177/0907568202009003005.Google Scholar
Shute, R. & Slee, P. T (2015). Child Development: Theories and Critical Perspectives. East Sussex: Routledge.Google Scholar
Skrzypiec, G., Murray-Harvey, R. & Krieg, S. (2013). PhotoStory method as a legitimate research tool in evaluations: More than a nice story. Australasian Journal of Early Childhood, 38, 2535.Google Scholar
Skrzypiec, G., Slee, P. & Sandhu, D. (2015). Using the PhotoStory method to understand the cultural context of youth victimisation in the Punjab. International Journal of Emotional Education, 7(1), 5268.Google Scholar
Slee, P. T. (2017). School Bullying: Teachers Helping Students Cope. London: Routledge.Google Scholar
Slee, P.T., Campbell, M. A. & Spears, B. (2012). Child, Adolescent & Family Development. Melbourne: Cambridge University Press.CrossRefGoogle Scholar
Slee, P. T., Ma, L., Hee-og, S., Taki, M. & Sullivan, K. (2003). School bullying in five countries in the Asia-Pacific region. In Keeves, J. & Watanage, R. (eds.), The Handbook on Educational Research in the Asia Pacific Region (pp. 425438). The Netherlands: Kluwer Academic Publishers.CrossRefGoogle Scholar
Slee, P. T, Murray-Harvey, R., Dix, K., Russell, A., Skrzypiec, G., Askell-Williams, H., Dix, K. L., Lawson, M. J. & Krieg, S. (2012). KidsMatter Early Childhood Evaluation Report. Adelaide: Shannon Research Press.Google Scholar
Slee, P. T. & Skrzypiec, G. (2015). No more bullying: An analysis of primary school children’s drawings of school bullying. Educational Psychology, 36(8), 14871500. doi: 10.1080/01443410.2015.1034089.Google Scholar
Slee., P. T. & Skrzypiec, G. (2016). Wellbeing, Positive Peer Relations and Bullying in School Settings. London: Springer.Google Scholar
Slee, E., Skrzypiec, G., Spears, B., Campbell, M., Slee, P. T. & Wotherspoon, A. (2014). Bullying in Schools: An Indian Perspective. Adelaide: Flinders University.Google Scholar
Smith, P. K., Cowie, H., Olafsson, R. F. & Liefooghe, A. P. (2002). Definitions of bullying: A comparison of terms used, and age and gender differences, in a fourteen-country international comparison. Child Development, 73, 11191133. doi: 10.1111/1467–8624.00461.Google Scholar
Smith, P. K., Kwak, K. & Toda, Y. (eds.) (2016). School Bullying in Different Cultures: Eastern and Western Perspectives. Cambridge: Cambridge University Press.Google Scholar
Spears, B. A., Costabile, A., Brighi, A., Del Rey, R., Pörhölä, M., Sanchez, V. & Thompson, F. (2013). Positive uses of new technologies in relationships in educational settings. In Smith, P. K. & Steffgen, G. (eds.), Cyberbullying through the New Media: Findings from an International Network (pp. 178201). Hove: Psychology Press.Google Scholar
Spears, B., Slee, P., Campbell, M. A. & Cross, D. (2011). Educational Change and Youth Voice: Informing School Action on Cyberbullying. Melbourne: CSE Occasional Papers.Google Scholar
Tierney, W. G. (1996). The academic profession and the culture of the faculty: A perspective on Latin American universities. In Kempner, K. & Tierney, W. G. (eds.), The Social Role of Higher Education: Comparative Perspectives (pp. 1126). New York: Garland Publishing.Google Scholar
Wang, C. & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education and Behaviour, 24, 369387. doi: 10.1177/109019819702400309.CrossRefGoogle ScholarPubMed
Wang, C., Burris, M. A. & Ping, X. Y. (1996). Chinese village women as visual anthropologists: A participatory approach to reaching policymakers. Social Science & Medicine, 42, 13911400. doi: 10.1016/0277–9536(95)00287–1.Google Scholar

References

Alvarez, H. K. (2007). The impact of teacher preparation on responses to student aggression in the classroom. Teaching and Teacher Education, 23(7), 11131126.Google Scholar
Anderson-Levitt, K. (2003). A world culture of schooling? In Anderson-Levitt, K. (ed.), Local Meanings, Global Schooling: Anthropology and World Culture Theory (pp. 126). New York: Palgrave Macmillan.Google Scholar
Australian Bureau of Statistics (ABS). (2014). Schools Australia 4221.0 Table 40a Number of Full Time Students 2000–2014. Retrieved from www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage/4221.02014?OpenDocument.Google Scholar
Australian Bureau of Statistics (ABS). (2013). Australian Demographic Statistics3101.0 Table 59. Estimated Resident Population by Single Year of Age, Australia, Retrieved from www.abs.gov.au/ausstats/abs@archive.nsf/log?openagent&3101059.xls&3101.0&Time%20Series%20Spreadsheet&126E206869D54112CA257CA7000DD128&0&Sep%202013&27.03.2014&Latest.Google Scholar
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84, 191215.Google Scholar
Barnes, A., Cross, D., Lester, L., Hearn, L., Epstein, M. & Monks, H. (2012). The invisibility of covert bullying among students: Challenges for school intervention. Australian Journal of Guidance and Counselling, 22(2), 206226.CrossRefGoogle Scholar
Bauman, S. & Del Rio, A. (2005). Knowledge and beliefs about bullying in schools. Comparing pre-service teachers in the United States and the United Kingdom. School Psychology International, 26(4), 428442.CrossRefGoogle Scholar
Bauman, S. & Del Rio, A. (2006). Preservice teachers’ responses to bullying scenarios: Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98(1), 219231.CrossRefGoogle Scholar
Begotti, T., Tirassa, M. & Acquadro Maran, D. (2017). School bullying episodes: Attitudes and intervention in pre-service and in-service Italian teachers. Research Papers in Education, 32(2), 170182.Google Scholar
Beran, T. (2005). A new perspective on managing school bullying: Pre-service teachers’ attitudes. Journal of Social Science, 8, 4349.Google Scholar
Boulton, M. J. (1997). Teachers’ views on bullying: Definitions, attitudes and ability to cope. British Journal of Educational Psychology, 67(2), 223233.CrossRefGoogle ScholarPubMed
Boulton, M. J., Hardcastle, K., Down, J., Fowles, J. & Simmonds, J. A. (2014). A comparison of preservice teachers’ responses to cyber versus traditional bullying scenarios: Similarities and differences and implications for practice. Journal of Teacher Education, 65(2), 145155.CrossRefGoogle Scholar
Bradshaw, C. P., Sawyer, A. L. & O’Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361382.Google Scholar
Brislin, R. W. (1976). Comparative research methodology: Cross‐cultural studies. International Journal of Psychology, 11(3), 215229.Google Scholar
Craig, K., Bell, D. & Lescheid, A. (2011). Pre-service teachers’ knowledge and attitudes regrading school-based bullying. Canadian Journal of Education, 34(2), 2133.Google Scholar
Cross, D., Shaw, T., Hearn, L., Epstein, M., Monks, H., Lester, L. & Thomas, L. (2009). Australian covert bullying prevalence study (ACBPS). Retrieved from www.deewr.gov.au/Schooling/NationalSafeSchools/Pages/research.aspx.Google Scholar
Giallo, R. & Little, E. (2003). Classroom behaviour problems: The relationship between preparedness, classroom experiences and self-efficacy in graduate and student teachers. Australian Journal of Educational and Developmental Psychology, 3(1), 2334.Google Scholar
Goyal, S. & Pandey, P. (2009). How Do Government and Private Schools Differ? Findings from Two Large Indian States. South Asian Human Development Sector Report #30. Retrieved from http://datatopics.worldbank.org/hnp/files/edstats/INDwp09b.pdf.Google Scholar
Guillaume, E. & Funder, D. (2016). Theoretical and methodological issues in making cross-national and cross-cultural comparisons. In Smith, P. K., Kwak, K., & Toda, Y. (eds.), School Bullying in Different Cultures: Eastern and Western Perspectives (pp. 211228). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Harris, M. (1976). History and significance of the emic/etic distinction. Annual Review of Anthropology, 5(1), 329350.Google Scholar
Huang, Y. Y. & Chou, C. (2013). Revisiting cyberbullying: Perspectives from Taiwanese teachers. Computers & Education, 63, 227239.Google Scholar
Kahn, J. H., Jones, J. L. & Wieland, A. L. (2012). Preservice teachers’ coping styles and their responses to bullying. Psychology in the Schools, 49(8), 784793.Google Scholar
Kallestad, J. H. & Olweus, D. (2003). Predicting teachers’ and schools’ implementation of the Olweus bullying prevention program: A multilevel study. Prevention and Treatment, 6(1) October. No Pagination Specified Article 21. Retrieved from http://dx.doi.org/10.1037/1522–3736.6.1.621a.Google Scholar
Katz, I., Keeley, M., Spears, B., Taddeo, C., Swirski, T. & Bates, S. (2014). Research on Youth Exposure to, and Management of, Cyberbullying Incidents in Australia: Synthesis Report (SPRC Report 16/2014) (PDF) [431 Kb]. Sydney: Social Policy Research Centre, UNSW Australia.Google Scholar
Kochenderfer-Ladd, B. & Pelletier, M. E. (2008). Teachers’ views and beliefs about bullying: Influences on classroom management strategies and students’ coping with peer victimization. Journal of School Psychology, 46(4), 431453.Google Scholar
Lester, L., Cross, D., Dooley, J. & Shaw, T. (2013). Bullying victimisation and adolescents: Implications for school-based intervention programs. Australian Journal of Education, 57(2), 107123.Google Scholar
Lester, L., Waters, S., Pearce, N. & Spears, B. (2018). Pre-service teachers: Knowledge, attitudes and their perceived skills in addressing student bullying. Australian Journal of Teacher Education.Google Scholar
Li, Q. (2008). Cyberbullying in schools: An examination of preservice teachers’ perception. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 34(2). doi: 10.21432/T2DK5GGoogle Scholar
Lopata, J. A., & Nowicki, E. A. (2014). Pre-service teacher beliefs on the antecedents to bullying: A concept mapping study. Canadian Journal of Education, 37(4), 1.Google Scholar
Microsoft Corporation Safety and Security Center. (2012). Worldwide online bullying survey. Retrieved from www.microsoft.com/en-us/download/details.aspx?id=30148.Google Scholar
Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA). (2011). National safe schools framework. Retrieved from https://docs.education.gov.au/system/files/doc/other/national_safe_schools_framework.pdf.Google Scholar
Mishna, F., Scarcello, I., Pepler, D. & Wiener, J. (2005). Teachers’ understanding of bullying. Canadian Journal of Education/Revue canadienne de l’éducation, 28(4), 718738.Google Scholar
Nicolaides, S., Toda, Y. & Smith, P. K. (2002). Knowledge and attitudes about school bullying in trainee teachers. British Journal of Educational Psychology, 72(1), 105118.Google Scholar
Novick, R. M. & Isaacs, J. (2010). Telling is compelling: The impact of student reports of bullying on teacher intervention. Educational Psychology, 30(3), 283296.Google Scholar
O’Moore, M. (2000). Critical issues for teacher training to counter bullying and victimisation in Ireland. Aggressive Behavior, 26(1), 99111.Google Scholar
Pike, K. L. (1967). Language in Relation to a Unified Theory of the Structures of Human Behavior (2nd edn.). The Hague: Mouton.Google Scholar
Ramya, S. G. & Kulkarni, M. L. (2011). Bullying among school children: Prevalence and association with common symptoms in childhood. Indian Journal of Pediatrics, 78(3), 307310.Google Scholar
Rigby, K. & Johnson, K. (2016). The prevalence and effectiveness of anti-bullying strategies employed in Australian schools. Retrieved from http://apo.org.au/node/66537.Google Scholar
Rigby, K. & Slee, P. (1999). Suicidal ideation among adolescent school children, involvement in bully–victim problems, and perceived social support. Suicide and Life-Threatening Behavior, 29(2), 119130.Google Scholar
Rigby, K. & Smith, P. K. (2011). Is school bullying really on the rise? Social Psychology of Education, 14(4), 441455.Google Scholar
Rivers, I. (2001). Retrospective reports of school bullying: Stability of recall and its implications for research. British Journal of Developmental Psychology, 19(1), 129141.Google Scholar
Ryan, T., & Kariuki, M. (2011). A two year comparative analysis of cyberbullying perceptions of Canadian (Ontario) preservice educators. Journal of the Research Center for Educational Technology, 7(2), 100111.Google Scholar
Smith, P. K., Kwak, K. & Toda, Y. (eds.) (2016). School Bullying in Different Cultures: Eastern and Western Perspectives. Cambridge: Cambridge University Press.Google Scholar
Spears, B., Campbell, M., Tangen, D., Slee, P. & Cross, D. (2015). Australian pre-service teachers’ knowledge and understanding of cyberbullying: Implications for school climate. Les Dossiers des sciences de l’éducation, 33, 109130.Google Scholar
Spears, B., Cox, G., Stretton, A. & Mattiske, J. (2017). Existing Bullying and Wellbeing Resources and Future Needs: An Evidence-Informed Account. Adelaide: University of South Australia.Google Scholar
Spears, B., Keeley, M., Bates, S. & Katz, I. (2014). Research on Youth Exposure to, and Management of, Cyberbullying Incidents in Australia: Part A: Literature Review on the Estimated Prevalence of Cyberbullying Involving Australian Minors (SPRC Report 9/2014). Sydney: Social Policy Research Centre, UNSW Australia.Google Scholar
Spears, B., Taddeo, C. M., Daly, A. L., Stretton, A. & Karklins, L. T. (2015). Cyberbullying, help-seeking and mental health in young Australians: Implications for public health. International Journal of Public Health, 60(2), 219226.Google Scholar
Thomas, R. Y. A. N., Kariuki, M. & Yilmaz, H. (2011). A comparative analysis of cyberbullying perceptions of preservice educators: Canada and Turkey. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 112.Google Scholar
Triandis, H. C. & Brislin, R. W. (1984). Cross-cultural psychology. American Psychologist, 39(9), 10061016.Google Scholar
Waasdorp, T. E., Pas, E. T., O’Brennan, L. M. & Bradshaw, C. P. (2011). A multilevel perspective on the climate of bullying: Discrepancies among students, school staff, and parents, Journal of School Violence, 10(2), 115132.Google Scholar
Yilmaz, H. (2010). An examination of preservice teachers’ perceptions about cyberbullying. Eurasia Journal of Mathematics, Science & Technology Education, 6(4), 263270.Google Scholar
Yoon, J., Bauman, S., Choi, T. & Hutchinson, A. S. (2011). How South Korean teachers handle an incident of school bullying. School Psychology International, 32(3), 312329.Google Scholar

References

Aufderheide, P. (2007). Documentary Film: A Very Short Introduction. 1st edn. Oxford: Oxford University Press.Google Scholar
Collins, H. (2010). Creative Research: The Theory and Practice of Research for the Creative Industries. London: Bloomsbury Publishing.Google Scholar
Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. London: Sage.Google Scholar
Henttonen, K., Nisula, A. M., Blomqvist, K., Horila, A. & Takala, M. (2016). Factors motivating and influencing co-creation of social innovation: A Living Lab case. In International Society for Professional Innovation Management. (p. 1). ISPIM Innovation Symposium; Manchester: 1–15. Manchester: The International Society for Professional Innovation Management (ISPIM).Google Scholar
McPhee, C., Westerlund, M. & Leminen, S. (2012). Editorial: Living Labs. Technology Innovation Management Review, 2(9), 35. http://timreview.ca/article/601. Accessed 26 February 2017.Google Scholar
Mulder, I., Velthausz, D. & Kriens, M. (2008). The Living Labs harmonization cube: Communicating Living Labs’ essentials. Electronic Journal for Virtual Organizations and Networks, 10, 114.Google Scholar
Niitamo, V.-P., Kulkki, S., Eriksson, M. & Hribernik, K. A. (2006). State-of-the-art and good practice in the field of Living Labs. In Proceedings of the 12th International Conference on Concurrent Enterprising: Innovative Products and Services through Collaborative Networks (pp. 2628). Milan.Google Scholar
Rabiger, M. (2009). Directing the Documentary. 5th edn. Amsterdam: Focal Press/Elsevier.Google Scholar
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.Google Scholar
Van der Walt, J. S., Buitendag, A. A., Zaaiman, J. J. & van Vuuren, J. J. (2009). Community Living Lab as a collaborative innovation environment. Issues in Informing Science and Information Technology, 6, 421436.Google Scholar
Wadsworth, Y. (1998). What Is Participatory Action Research? Action Research International, Paper 2 www.aral.com.au/ari/p-ywadsworth98.html. Accessed 9 March 2017.Google Scholar
Wotherspoon, A. (2011). From Evidence to Screen: A Model for Producing Educational Content in the Twenty First Century. PhD Exegesis, Flinders University, Adelaide.Google Scholar

References

Axford, N., Farrington, D. P., Clarkson, S., Bjornstad, G. J., Wrigley, Z. & Hutchings, J. (2015). Involving parents in school-based programmes to prevent and reduce bullying: What effect does it have? Journal of Children’s Services, 10, 242251. http://dx.doi.org/10.1108/JCS-05–2015-0019.Google Scholar
Bellon, J.-P. & Gardette, B. (2016). Harcèlement scolaire: le vaincre, c’est possible. La méthode Pikas : une technique éprouvée. Paris: European Science Foundation.Google Scholar
Blaya, C. & Cohen, J. (2016). L’amélioration du climat scolaire en Europe et en Amérique du Nord: la mobilisation de tous pour la réussite scolaire et personnelle de chacun. In Debarbieux, E. (ed.), L’école face à la Violence – Décrire, expliquer, agir (pp. 183196). Paris: Dunod.Google Scholar
Blaya, C. & Dalloz, M. (2016). Mon enfant est victime/auteur de harcèlement. Paris: Soubeyran.Google Scholar
Bonafé-Schmitt, J.-P. (2006). La médiation scolaire par les pairs: Une alternative à la violence à l’École. Spirale, 37, 173182.Google Scholar
Cantone, E., Piras, A. P., Vellante, M., Preti, A., Danielsdottir, S., D’Ajola, E., Lesinskiene, S., Angermeyer, M. C., Carta, M. G. & Bhugra, D. (2015). Interventions on bullying and cyberbullying in schools: A systematic review. Clinical Practice & Epidemiology in Mental Health, 11 (Suppl. 1: M4), 5876.Google Scholar
Condette-Castelain, S. & Hue-Nonin, C. (2014). La Médiation par les élèves. Enjeux et perspectives pour la vie scolaire. Dijon: Canopé.Google Scholar
Cornell, D. & Limber, S. P. (2015). Law and policy on the concept of bullying at school. American Psychologist, 70(4), 333343. http://dx.doi.org/10.1037/a003855.Google Scholar
Cowie, H. & Smith, P. K. (2010). Peer support as a means of improving school safety and reducing bullying and violence. In Doll, B., Pfohl, W. & Yoon, J. (eds.), Handbook of Prevention Research (pp. 177193). New York: Routledge.Google Scholar
Cowie, H. & Wallace, P. (2000). Peer Support in Action – From Bystanding to Standing By. London: Sage.Google Scholar
Debarbieux, E. (2016). L’école face à la Violence – Décrire, expliquer, agir. Paris: Dunod.Google Scholar
DEPP (2015). Note d’information n°49. Paris, Ministère de l’Education nationale, de l’Enseignement supérieur et de la Recherche.Google Scholar
DfES (2nd edn., 2000; revised 2002). Bullying: Don’t Suffer in Silence. An Anti-bullying Pack for Schools. London: Her Majesty’s Stationery Office.Google Scholar
Early Childhood Association (2016). Survey on Bribing, Threatening and Keeping Secrets. Mumbai: Early Childhood Association.Google Scholar
Evans, C. B. R., Fraser, M. W. & Cotter, K. L. (2014). The effectiveness of school-based bullying prevention programs: A systemic review. Aggression and Violent Behavior, 19, 532544.Google Scholar
Farrington, D. P. & Ttofi, M. M. (2009). School-based programs to reduce bullying and victimization: A systematic review. Campbell Systematic Reviews, 6, 1148.Google Scholar
Jiménez-Barbero, J. A., Ruiz-Hernández, J. A., Llor-Zaragoza, L., Pérez-Garćia, M. & Llor-Esteban, B. (2016). Effectiveness of anti-bullying school programs: A meta-analysis. Children and Youth Services Review, 61, 165175.Google Scholar
Kuyken, W., Weare, K., Ukoumunne, O. C., Vicray, R., Motton, N., Burnett, R., Cullen, C., Hennelly, S. & Huppert, F. (2013). Effectiveness of the Mindfulness in Schools Programme: Non-randomised controlled feasibility study. British Journal of Psychiatry, 203(2), 126131. doi 10.1192/bjp.bp 113.126649.Google Scholar
Morrow, V. & Singh, R. (2014). Corporal Punishment in Schools in Andhra Pradesh, India: Children’s and Parents’ Views. Oxford: Young Lives.Google Scholar
Nuwer, H. (1990). Broken Pledges: The Deadly Rite of Hazing. Marietta, GA: Longstreet Press, Inc.Google Scholar
Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Oxford: Blackwell.Google Scholar
Ott, L. (2007). Pourquoi ont-ils brûlé les écoles?. In Mucchielli, L. & Le Goaziou, V. (eds.), Quand les banlieues brûlent (pp. 126144). Paris: la découverte.Google Scholar
Patchin, J. W. & Hinduja, S. (2016). Deterring teen bullying: Assessing the impact of perceived punishment from police, schools and parents. Youth Violence and Juvenile Justice. http://journals.sagepub.com/doi/abs/10.1177/1541204016681057.Google Scholar
Pikas, A. (1989). A pure conception of mobbing gives the best for treatment. School Psychology International, 10, 95104.Google Scholar
Pikas, A. (2002). New developments of the shared concern method. School Psychology International, 23, 307326.Google Scholar
Rigby, K. & Griffiths, C. (2010). Applying the Method of Shared Concern in Australian schools: An Evaluative Study. Canberra: Department of Education, Employment and Workplace Relations. www.deewr.gov.au/schooling/nationalsafeschools/pages/research.aspx.Google Scholar
Robinson, G. & Maines, B. (2007). Bullying: A Complete Guide to the Support Group Method. Bristol: Lucky Duck Publishing.Google Scholar
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K. & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22, 115.Google Scholar
Sandhu, D. & Kaur, S. (2016). Reducing cyber-bullying and problem behaviors among students through parental group therapy. Pakistan Journal of Psychological Research, 31(2), 383401.Google Scholar
Sharp, S. & Smith, P. K. (eds.) (1994). How to Tackle Bullying in Your School: A Practical Handbook for Teachers. London: Routledge.Google Scholar
Smith, P. K., Howard, S. & Thompson, F. (2007). Use of the support group method to tackle bullying, and evaluation from schools and local authorities in England. Pastoral Care in Education, 25, 413.Google Scholar
Smith, P. K., Kupferberg, A., Mora-Merchan, J. A., Samara, M., Bosley, S. & Osborn, R. (2012). A content analysis of school anti-bullying policies: A follow-up after six years. Educational Psychology in Practice, 28, 6184.Google Scholar
Smith, P. K., Morita, Y., Junger-Tas, J., Olweus, D., Catalano, R. & Slee, P. (1999). The Nature of School Bullying: A Cross-National Perspective. London & New York: Routledge.Google Scholar
Smith, P. K. & Sharp, S. (eds.) (1994). School Bullying: Insights and Perspectives. London: Routledge.Google Scholar
Smith, P. K., Smith, C., Osborn, R. & Samara, M. (2008). A content analysis of school anti-bullying policies: Progress and limitations. Educational Psychology in Practice, 24, 112.Google Scholar
Smith, P. K. & Watson, D. (2004). Evaluation of the CHIPS (ChildLine in Partnership with Schools) programme. Research report RR570, DfES.Google Scholar
Thompson, F. & Smith, P. K. (2011). The use and effectiveness of anti-bullying strategies in schools. DFE-RR098.Google Scholar
Ttofi, M. M. & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. Journal of Experimental Criminology, 7, 2756.Google Scholar
Weare, K. (2013). Developing mindfulness with children and young people: A review of the evidence and policy context. Journal of Children’s Services, 8(2), 141153.Google Scholar
Welsh, B. C. & Farrington, D. P. (2008). Effects of closed circuit television surveillance on crime. Campbell Systematic Reviews, 17. www.crim.cam.ac.uk/people/academic_research/david_farrington/cctv.pdf.Google Scholar

References

Ahtola, A., Haataja, A., Kärnä, A., Poskiparta, E. & Salmivalli, C. (2012). For children only? Effects of the KiVa antibullying program on teachers. Teaching and Teacher Education, 28(6), 851859.Google Scholar
Atthill, C. & Jha, J. (2009). The Gender-Responsive School: An Action Guide. London: Commonwealth Secretariat.Google Scholar
Bauman, S. & Del Rio, A. (2005). Knowledge and beliefs about bullying in schools. Comparing pre-service teachers in the United States and the United Kingdom. School Psychology International, 26(4), 428442.Google Scholar
Bauman, S. & Del Rio, A. (2006). Preservice teachers’ responses to bullying scenarios. Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98(1), 219231.Google Scholar
Boulton, M. J., Hardcastle, K., Down, J., Fowles, J. & Simmonds, J. (2014). A comparison of preservice teachers’ responses to cyber versus traditional bullying scenarios: Similarities and differences and implications for practice. Journal of Teacher Education, 66(2), 145155. doi: 10.1177/0022487113511496.Google Scholar
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77101.Google Scholar
Campbell, M., Butler, D. A. & Kift, S. (2008). A school’s duty to provide a safe learning environment: Does this include cyberbullying? Australian and New Zealand Journal of Law and Education, 12(2), 2132.Google Scholar
Campbell, M., Cross, D., Spears, B., & Slee, P. (2010). Cyberbullying – Legal Implications for schools. Occasional Paper #118. Melbourne, Victoria: Centre for Strategic Education.Google Scholar
Central Board of Secondary Education (India). (2015). Guidelines for prevention of ragging and bullying in schools. (Circular No. Acad.-17/2015, 9 March).Google Scholar
Coffin, J., Larson, A. & Cross, D. (2010). Bullying in an Aboriginal context. Australian Journal of Indigenous Education, 39(1), 7787.Google Scholar
Commonwealth Parliament. (2004). Explanatory Memorandum, Crimes Legislation Amendment (Telecommunications Offences and Other Measures) Bill 2004 (Cth).Google Scholar
Commonwealth Parliament. (2016). Explanatory Memorandum, Criminal Code Amendment (Private Sexual Material) Bill 2016 (Cth).Google Scholar
Dresler-Hawke, E. & Whitehead, D. (2009). The behavioural ecological model as a framework for school-based anti-bullying health promotion interventions. Journal of School Nursing, 25(3), 195204.Google Scholar
Economic and Political Weekly (2007). Ban on ragging. Economic and Political Weekly, 42(22), 2033.Google Scholar
Espelage, D. L. (2014). Ecological theory: Preventing youth bullying, aggression, and victimization. Theory Into Practice, 53(4), 257264.Google Scholar
Findlay, M., Odgers, S. & Yeo, S. (2014). Australian Criminal Justice. (4th edn.). South Melbourne: Oxford University Press.Google Scholar
Garg, R. (2009). Ragging: A public health problem in India. Indian Journal of Medical Sciences, 63(6), 263271.Google Scholar
Halder, D. & Jaishankar, K. (2011). Cyber gender harassment and secondary victimization: A comparative analysis of the United States, the UK, and India. Victims and Offenders, 6(4), 386398. doi.org/10.1080/15564886.2011.607402.Google Scholar
Jaishanker, K. & Halder, D. (2009). Cyberbullying amongst school students in India. In Jaishanker, K. (ed.), International Perspectives on Crime and Punishment (pp. 579600). Newcastle: Cambridge Scholars Publishing.Google Scholar
Katz, I., Keeley, M., Spears, B., Taddeo, C., Swirski, T. & Bates, S. (2014). Research on Youth Exposure to, and Management of, Cyberbullying Incidents in Australia: Synthesis Report (SPRC Report 16/2014) (PDF) [431 Kb]. Sydney: Social Policy Research Centre, University of New South Wales Australia.Google Scholar
Langos, C. (2012). Cyberbullying: The challenge to define. Cyberpsychology, Behaviour and Social Networking, 15(6), 285–9.Google Scholar
Langos, C. (2013). Cyberbullying, Associated Harm and the Criminal Law (Doctoral Thesis). University of South Australia, Australia.Google Scholar
Langos, C. (2014a). Regulating cyberbullying: A South Australian perspective. Flinders Law Journal, 16(1), 73109.Google Scholar
Langos, C. (2014b). Sexting: Time for some changes to the law? Bulletin, 36(10), 1820.Google Scholar
Nakassis, C. (2013). Youth masculinity, ‘style’ and the peer group in Tamil Nadu, India. Contributions to Indian Sociology, 42(2), 245269.Google Scholar
Nicolaides, S., Toda, Y. & Smith, P. K. (2002). Knowledge and attitudes about school bullying in trainee teachers. British Journal of Educational Psychology, 72, 105118.Google Scholar
Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Malden, MA: Blackwell Publishing.Google Scholar
Olweus, D. (1994). Bullying at school: Basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 35(7), 11711190.Google Scholar
Patchin, J. W. & Hinduja, S. (2006). Bullies move beyond the schoolyard: A preliminary look at cyberbullying. Youth Violence and Juvenile Justice, 4(2), 148169.Google Scholar
Pearce, D., Campbell, E. & Harding, D. (1987). Australian Law Schools: A Discipline Assessment for the Commonwealth Tertiary Education Commission. Canberra: Australian Government Publishing Service.Google Scholar
Raghaven Committee Report. (2007). Report of the Committee Constituted by the Hon’ble Supreme Court of India in SLP No 24295 of 2006. The Menace of Ragging in Educational Institutions and Measures to Curb It.Google Scholar
Ramirez, M., Ten Eyck, P., Peek-Asa, C., Onwuachi-Willig, A. & Cavanaugh, J. E. (2016). Evaluation of Iowa’s anti-bullying law. Injury Epidemiology, 3(1), 15. doi: 10.1186/s40621-016–0080-9.Google Scholar
Salter, M., Crofts, T. & Lee, M. (2013). Beyond criminalisation and responsibilisation: ‘Sexting’, gender and young people. Current Issues in Criminal Justice, 24(3).Google Scholar
Smith, P. K. (2014). Understanding School Bullying: Its Nature and Prevention Strategies. London: Sage Publication.Google Scholar
Spears, B. A., Campbell, M., Tangen, D., Slee, P. T. & Cross, D. (2015). Australian pre-service teachers’ knowledge and understanding of cyberbullying: Implications for school climate. Special edition on school climate and cyberbullying. Les Dossiers des sciences de l’éducation, 33, 109130.Google Scholar
Spears, B. & Kofoed, J. (2013). Transgressing research binaries: Youth as knowledge brokers in cyberbullying research. In Smith, P. K. & Steffgen, G. (eds.), Cyberbullying through the New Media: Findings from an International Metwork (pp. 201221). London: Psychology Press.Google Scholar
Spears, B., Taddeo, C., Swirski, T., Keeley, M., Katz, I., Collin, P., Daly, T. & Bates, S. (2014). Research on youth exposure to, and management of, cyberbullying incidents in Australia: Part C – An evidence-based assessment of deterrents to youth cyberbullying (SPRC Report 11/2014) (PDF) [357 Kb]. Sydney: Social Policy Research Centre, UNSW Australia.Google Scholar
Spyrou, P. (2015). Civil liability for negligence: An analysis of cyberbullying policies in South Australian schools. University of South Australia Student Law Review, 1, 3451.Google Scholar
Srivastava, S. (2012). Pessimistic side of information and communication technology: Cyberbullying and legislature laws. International Journal of Advances in Computer Science and Technology, 1(1), 1420.Google Scholar
University Grants Commission. (1999). Report of the Committee to Curb the Menace of Ragging in Universities/Educational Institutions. New Delhi: University Grants Commission.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×