LEADER 05467nam 2200697Ia 450 001 9910783463203321 005 20230120004212.0 010 $a1-280-92708-9 010 $a9786610927081 010 $a0-08-049058-1 010 $a1-4175-5600-5 035 $a(CKB)1000000000210039 035 $a(EBL)226831 035 $a(OCoLC)701840586 035 $a(SSID)ssj0000115926 035 $a(PQKBManifestationID)11140886 035 $a(PQKBTitleCode)TC0000115926 035 $a(PQKBWorkID)10027155 035 $a(PQKB)11623471 035 $a(MiAaPQ)EBC226831 035 $a(Au-PeEL)EBL226831 035 $a(CaPaEBR)ebr10128077 035 $a(CaONFJC)MIL92708 035 $a(EXLCZ)991000000000210039 100 $a20040318d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aBullying$b[electronic resource] $eimplications for the classroom /$fedited by Cheryl E. Sanders, Gary D. Phye 210 $aSan Diego $cElsevier/Academic Press$dc2004 215 $a1 online resource (287 p.) 225 1 $aEducational psychology series 300 $aDescription based upon print version of record. 311 $a0-12-617955-7 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Bullying Implications for the Classroom; Copyright Page; Contents; Contributors; About the Authors; Preface; Acknowledgments; Chapter 1. What is Bullying?; I. Research Attention: National and International; II. Definition of Bullying; III. Types of Aggression Involved in Bullying; IV. Classification of Bullying Roles: A Dyadic Approach; V. Classification of Bullying Roles: A Group Approach; VI. Theoretical Perspectives of Bullying; VII. Conclusions; References; Appendix A; Appendix B; Chapter 2. Who Are The Victims?; I. Classifications of Victims 327 $aII. Individual Characteristics of VictimsIII. School-Level Characteristics of Victims; IV. Reactions of Victims; V. Duration of Victimization; VI. The Blurred Boundary Between Victims and Bullies; VII. Theoretical Explanation of the Victim-Bully Cycle; VIII. Overcoming Victimization; References; Chapter 3. A Theoretical Review of Bullying: Can It Be Eliminated?; I. What is Bullying?; II. ''Kids Will Be Kids'': How Common is Peer Harassment?; III. It Is Our Nature: A Social-Biological/Evolutionary View of Peer Harassment; IV. Social Dominance Theory Applied to Bullying Behaviors 327 $aV. Now Where to We Go: Challenges for Prevention and InterventionVI. Summary; References; Chapter 4. In The Looking Glass: A Reciprocal Effect Model Elucidating The Complex Nature of Bullying, Psychological Determinants, and the Central Role of Self-Concept; I. Introduction; II. Background; III. Self-Concept and Its Role in Bullying Research; IV. The Present Investigation; V. Causal Ordering of Bullying and Being Bullied; VI. The Role of Multiple Dimensions of Self-Concept and Depression in the Causal Ordering of Bullying and Being a Victim; VII. General Discussion 327 $aVIII. Implications and SummaryReferences; Appendix; Chapter 5. The Bully in the Family: Family Influences on Bullying; I. The Framework of Descriptive Psychology; II. How Do We Define Bullying? Let Us Count the Ways; III. Bullying from a Descriptive Psychology Standpoint; IV. Achievement Descriptions as Partial Behavior Descriptions: Understanding The Behavior of the Bully; V. Actor, Observer, Critic: Three Ways to Understand the Behavior of Bullies; VI. Bullying and Status: How to Get It and How to Keep It; VII. The Bully in the Family; VIII. The Bully's Status in the Family; References 327 $aChapter 6. Peer InfluencesI. Children's Needs and Rights: Introduction; II. The Role of the Bystander in School Bullying; III. What is Peer Support?; IV. Theory of Mind and Close Relationships; V. Successfully Implemented Programs in Schools; VI. Conclusion; References; Chapter 7. Schools and Bullying: School Factors Related to Bullying and School based Bullying Interventions; I. Introduction; II. Previous Research on School Factors Related to Bullying; III. School-Based Interventions to Prevent Bullying; IV. Conclusion; References; Chapter 8. Bullying During Middle School Years 327 $aI. Introduction 330 $aIn recent years there have been an increasing number of incidents where children have either perpetrated or been the victims of violence in the schools. Often times the children who perpetrated the violence had been the victims of school bullying. If bullying once was a matter of extorting lunch money from one's peers, it has since escalated into slander, sexual harassment, and violence. And the victims, unable to find relief, become depressed and/or violent in return.Despite all the media attention on recent school tragedies, many of which can be traced to bullied children, there has 410 0$aEducational psychology. 606 $aBullying in schools$xPrevention 606 $aBullying$xPrevention 606 $aClassroom management 615 0$aBullying in schools$xPrevention. 615 0$aBullying$xPrevention. 615 0$aClassroom management. 676 $a371.5/8 701 $aSanders$b Cheryl E$01475021 701 $aPhye$b Gary D$01475022 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910783463203321 996 $aBullying$93689008 997 $aUNINA