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Date: November 22, 2024 Fri

Time: 11:56 am

Results for bullying

49 results found

Author: Markow, Dana

Title: The Principal's Perspective: School Safety, Bullying, and Harassment: A Survey of Public School Principals

Summary: This national study of public school principals examined principals' attitudes and experiences regarding school safety, bullying and harassment. 1,580 K-12 public school principals completed the online survey between June 15 and August 3, 2007. The findings reveal although half of principals view bullying as serious problem at their schools, the appear to underestimate the extent of harassment that lesbian, gay, bisexual and transgender (LGBT) students experience. Although principals report their schools engage in anti-bullying/harassment efforts, most do not specifically address school safety for LGBT students. Results also indicate that compared to other issues of school safety or inclusion, principals lack adequate preparation and information to ensure a safe environment for LGBT students and families.

Details: New York: GLSEN, 2008

Source:

Year: 2008

Country: United States

URL:

Shelf Number: 114589

Keywords:
Bullying
Harassment
Homosexuality
School Crime

Author: Wong, Jennifer S.

Title: No Bullies Allowed: Understanding Peer Victimization, the Impacts of Delinquency, and the Effectiveness of Prevention Programs

Summary: Over the past decade, school bullying has emerged as a prominent issue of concern for students, parents, educators, and researchers around the world. Research evidence suggests nontrivial and potentially serious negative repercussions of both bullying and victimization. This dissertation uses a large, nationally representative panel dataset and a propensity score matching technique to assess the impact of bully victimization on a range of 10 delinquency outcomes measured over a six-year period. Results show that victimization prior to the age of 12 years is significantly predictive of the development of several delinquent behaviors, including running away from home, selling drugs, vandalism, theft, other property crimes, and assault. As a whole, prevention programs are significantly effective at reducing the problem of victimization in schools but are only marginally successful at reducing bullying. More work is needed to determine why programs are more successful with victims of bullying than with perpetrators, and prevention efforts should focus on the development of programs that are more likely to bring about successful reductions in both bullying and victimization.

Details: Santa Monica, CA: 2009

Source: Dissertation, Pardee Rand Graduate School

Year: 2009

Country: United States

URL:

Shelf Number: 114742

Keywords:
Bullying
Juveniles
Victimization

Author: Cross, Donna

Title: Australian Covert Bullying Prevalence Study

Summary: The safety of members of the school community is essential to enhance the academic, social development and well being of young people. In line with the United Nations' Convention on the Rights of the Child, the National Safe Schools Framework (NSSF) is regarded as a highly innovative, collaborative effort on behalf of the Commonwealth, State and Territory Governments to foster the development and implementation of a series of whole-of-school initiatives to produce an integrated national policy for the prevention and early intervention of bullying and other aggressive and violent behaviours. Yet despite the impact of the NSSF in terms of reducing direct, face-to-face 'overt' bullying, such as hitting, punching, kicking and teasing, evidence suggests that a less direct form of 'covert' bullying is becoming more prevalent and insidious, fuelled in part by the growth of new forms of Information and Communications Technology (ICT). From this perspective, the Australian Covert Bullying Prevalence Study (ACBPS), commissioned by the Department of Education, Employment and Workplace Relations (DEEWR), represents a significant first step to understand and tackle this phenomenon. The ACBPS investigated young people's experiences with covert bullying including: the nature and types of covert bullying behaviours used by young people, how often and where these behaviours occur, and risk and protective factors that may inhibit or encourage covert bullying behaviour. This report aims to shed new light on covert bullying among school-age children, with the ultimate goal of identifying feasible, effective and sustainable policy and practice to address this phenomenon. While the general concepts and theories underlying covert bullying are not new, research into how to address covert bullying is still in its infancy. This is due in part to the erroneous perception that while covert bullying is unpleasant it is generally considered to be a less harmful form of behaviour. Emerging research indicates, however, that covert bullying has the potential to result in more severe psychological, social, and mental health problems than overt bullying, and is not only more difficult for schools and parents to detect, but also has the capacity to inflict social isolation on a much broader scale than overt bullying. Furthermore, the recent digital media revolution of the last decade has provided an additional platform and encouraged a communication culture within which covert bullying can operate among young people. An companion report -- Covert bullying: A review of national and international research -- states that the safety of all school members is an essential prerequisite to promote effective schools that enhance the academic, emotional, social development and well being of young people. The United Nations Convention on the Rights of the Child reinforces the importance of protecting children's quality of life and their rights to be educated in a safe environment, free from all forms of violence, victimisation, harassment and neglect. In line with this basic right, the Australian community has become increasingly aware of the prevalence, seriousness and negative impacts of school bullying - a form of aggression considered to affect the greatest number of students. Research in Australia has indicated that approximately ten percent of school students reported being bullied most days or even every day at school, with almost one half reporting they were bullied at least once during the past term at school. These rates of bullying between students are among the highest in the world.

Details: Perth: Child Health Promotion Research Centre, Edith Cowan University, 2009. 414p.

Source: Internet Resource: Initial report: https://docs.education.gov.au/system/files/doc/other/australian_covert_bullying_prevalence_study_executive_summary.pdf - Companion report: https://docs.education.gov.au/system/files/doc/other/australian_covert_bullying_prevalence_study_chapter_2.pdf

Year: 2009

Country: Australia

URL: https://docs.education.gov.au/system/files/doc/other/australian_covert_bullying_prevalence_study_executive_summary.pdf

Shelf Number: 117124

Keywords:
Bullying
Computer Crime
Cyberbullying
School Crime

Author: Jones, Nicola

Title: Painful Lessons: The Politics of Prevention Sexual Violence and Bullying at School

Summary: This paper seeks to identify policies, programmes and legal instruments that address school violence in the developing world and to draw implications for policy, practice and research.

Details: London; Overseas Development Institute; Woking, UK: Plan International, 2008. 81p.

Source: Internet Resource; Working Paper 295

Year: 2008

Country: International

URL:

Shelf Number: 114751

Keywords:
Bullying
School Crime
School Violence
Sexual Violence

Author: Livingstone, Sonia

Title: EU Kids Online: Final Report

Summary: With 75% of European children using the internet, some observers celebrate children’s youthful expertise while others worry that they are vulnerable to new forms of harm. Policies to balance the goals of maximising opportunities and minimising risks require an evidence-based approach. Children’s use of the internet continues to grow. Striking recent rises are evident among younger children, in countries which have recently entered the EU, and among parents. This last reverses the previous trend for teenagers especially to outstrip adults in internet use. Long-standing gender inequalities may be disappearing, though socio-economic inequalities persist in most countries. Across Europe, despite some cross-national variation, available findings suggest that for online teenagers, the rank ordering of risks experienced is fairly similar. Giving out personal information is the most common risky behaviour, followed by encountering pornography online, then by seeing violent or hateful content. Being bullied online comes fourth, followed by receiving unwanted sexual comments. Meeting an online contact offline appears the least common though arguably the most dangerous risk. Even though higher status parents are more likely than those of lower socio-economic status to provide their children with access to the internet, it seems that the children from lower status homes are more exposed to risk online. There are also gender differences in risk, with boys more likely to encounter (or create) conduct risks and with girls more affected by content and contact risks. Countries were classified by degree of children’s internet use and degree of risk online. The classification of countries as ‘high risk’ (ie, above the European average), ‘medium risk’ (ie, around the European average) or ‘low risk’ (ie, below the European average) is a relative judgement based on findings in the available studies reviewed. This suggests a positive correlation between use and risk: Northern European countries tend to be ‘high use, high risk’; Southern European countries tend to be ‘low use, low risk’; and Eastern European countries tend to be ‘new use, new risk’.

Details: London: London School of Economics and Political Science, 2009. 52p.

Source: Internet Resource: Accessed September 1, 2010 at: http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20I/Reports/EUKidsOnlineFinalReport.pdf

Year: 2009

Country: Europe

URL: http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20I/Reports/EUKidsOnlineFinalReport.pdf

Shelf Number: 119718

Keywords:
Bullying
Internet Crimes
Internet, Safety Measures
Online Victimization
Pornography

Author: Finkelhor, David

Title: Children's Exposure to Violence: A Comprehensive National Survey

Summary: This Bulletin describes the National Survey of Children's Exposure to Violence (NatSCEV), a nationwide survey of the incidence and prevalence of children's exposure to violence. NatSCEV estimated both past-year and lifetime exposure to violence across a number of categories, including physical assault, bullying, sexual victimization, child maltreatment, dating violence, and witnessed and indirect victimization. The NatSCEV study showed high levels of exposure to violence among a nationally representative sample of youth. More than three in five reported being direct or indirect victims of violence in the past year, and of those, nearly two-thirds were victimized more than once.

Details: Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention, 2009. 11p.

Source: Internet Resource: Accessed September 15, 2010 at: http://www.ncjrs.gov/pdffiles1/ojjdp/227744.pdf

Year: 2009

Country: United States

URL: http://www.ncjrs.gov/pdffiles1/ojjdp/227744.pdf

Shelf Number: 119807

Keywords:
Abused Children
Bullying
Child Maltreatment
Child Sexual Abuse
Children, Crimes Against
Domestic Violence
Violent Crime

Author: Trimboli, Lily

Title: Assaults on School Premises in NSW, 2005-2009

Summary: This study examines the characteristics of, and trends in, police-recorded assault incidents involving school-aged children on school premises in New South Wales (NSW), Australia. The sample consisted of all incidents of assault recorded by NSW police officers as having occurred on school premises between 2005 and 2009. The police-recorded free-text narratives of a random sample of 300 incidents which occurred in 2009 were examined to determine the type of victim and offender involved and the location on the school premises where the incident occurred. Over the five years, there was a statistically significant upward trend in the rate of recorded assault incidents between school-aged children on government school premises during school hours. The typical assault occurred in the afternoon in a government secondary school, involved two students of the same gender (generally boys), aged between 13 and 15 years, involved no weapon and no injury or only minor injuries to the victim. Most offenders were not charged with an offence. The most common locations for incidents were either the playground/oval or school corridors/staircases/toilet blocks/gymnasium. While the upward trend in assaults on school premises may be due to an actual increase in assaults, there is also reason to believe that, in recent years, schools have been much more likely to report assaults to police.

Details: Sydney: New South Wales Bureau of Crime Statistics and Research, 2010. 9p.

Source: Internet Resource: Bureau Brief, Issue Paper no. 50: Accessed September 15, 2010 at: http://www.bocsar.nsw.gov.au/lawlink/bocsar/ll_bocsar.nsf/vwFiles/bb50.pdf/$file/bb50.pdf

Year: 2010

Country: Australia

URL: http://www.bocsar.nsw.gov.au/lawlink/bocsar/ll_bocsar.nsf/vwFiles/bb50.pdf/$file/bb50.pdf

Shelf Number: 119814

Keywords:
Assaults
Bullying
School Crime
School Safety

Author: Pereznieto, Paola

Title: The Economic Impact of School Violence: A Report for Plan International

Summary: The research, carried out by the Overseas Development Institute (ODI), reveals the enormous economic and social cost of violence in schools across the world. Focused on three types of violence in schools – corporal punishment, bullying and sexual violence – it found the total cost of school violence in terms of social benefits lost in just 13 countries for which information is available ran to almost $60 billion. The research found that children who experience violence at school are likely to earn less, be in greater need of healthcare and other services, and long-term, contribute less to their countries’ economies. It says that the problem is a significant barrier to achieving the Millennium Development Goals - as it leads to truancy, under-performance and high drop-out rates. No country is immune from the blight of school violence and eradicating it takes commitment and resources. But failing to invest in it costs considerably more.

Details: London: Plan International and Overseas Development Institute, 2010. 91p.

Source: Internet Resource: Accessed November 2, 2010 at: http://plan-international.org/learnwithoutfear/economic-impact-of-school-violence-report

Year: 2010

Country: International

URL: http://plan-international.org/learnwithoutfear/economic-impact-of-school-violence-report

Shelf Number: 120166

Keywords:
Bullying
Corporal Punishment
Economics of Crime
School Crime
School Violence
Sexual Violence

Author: Antonowicz, Laetitia

Title: Too Often in Silence: A Report on School-Based Violence in West and Central Africa

Summary: Corporal punishment, sexual violence and bullying are some of the areas explored in this joint report by Plan, ActionAid, Save the Children Sweden and UNICEF on school-based violence in West and Central Africa. Aimed at policy makers, education and child protection programmers, as well as educators, children and communities, the report: looks at the context and causes of violence in and around schools, its nature, and its impact on students - and more broadly on communities and nations; synthesises evidence on the prevalence, frequency and intensity of school-based violence; and proposes key actions to tackle the problem. Although countries in West and Central Africa have ratified international conventions that protect children’s rights to non-violent education, national provisions to fulfill these rights are often inadequate. The report gives a set of recommendations to strengthen and accelerate interventions against violence in schools across the region.

Details: Yorr, Dakar-Senegal: UNICEF West and Central African Regional Office; Dakar Ponty, Senegal, Plan West Africa: Regional Office; Dakar-Fann, Senegal: Save the Children Sweden: Regional Office for West Africa; Johannesburg, South Africa: ActionAid International, 2010. 64p.

Source: Internet Resource: Accessed November 2, 2010 at: http://plan-international.org/files/global/publications/campaigns/Too_often_in_silence_English.pdf

Year: 2010

Country: Africa

URL: http://plan-international.org/files/global/publications/campaigns/Too_often_in_silence_English.pdf

Shelf Number: 120167

Keywords:
Bullying
Corporal Punishment
School Crime
School Violence
Sexual Violence

Author: Sebba, Judy

Title: Evaluation of UNICEF UK's Rights Respecting Schools Award

Summary: Teaching children about their rights can reduce exclusions and bullying, improve behaviour and teacher-pupil relationships, raise attainment and make for more mature, responsible students according to new research published today by UNICEF UK. This evidence is highlighted in a three year qualitative study of UNICEF UK’s Rights Respecting School Award (RRSA). UNICEF UK’s Rights Respecting School Award recognises achievement in putting children’s rights at the heart of all of a school’s planning, policies, practices and ethos. The aim of the evaluation was to assess the impact of the initiative on the well-being and achievement of children in 31 schools participating in RRSA across English Local Authorities. At a Rights Respecting School, students’ are taught to distinguish between wants, needs and rights. Children learn that with rights come responsibilities and develop, with teachers, classroom and school charters of how to act within the classroom and school environment. Rights and responsibilities also becomes a central theme to many parts of the curriculum and students are encouraged to participate in how the school is run outside of the classroom. The research shows that this approach has a very positive impact on students’ attitude to learning, their behaviour in lessons and the respect they have for teachers and each other.

Details: London: UNICEF UK, 2010. 48p.

Source: Internet Resource: Accessed November 5, 2010 at: http://www.unicef.org.uk/tz/teacher_support/RRSAevaluationWEB.pdf

Year: 2010

Country: United Kingdom

URL: http://www.unicef.org.uk/tz/teacher_support/RRSAevaluationWEB.pdf

Shelf Number: 120193

Keywords:
Bullying
Schools

Author: Livingstone, Sonia

Title: Risks and Safety on the Internet: The Perspective of European Children. Initial Findings from the EU Kids Online Survey of 9-16 Year Olds and Their Parents.

Summary: This report presents the initial findings from a new and unique survey designed and conducted according to rigorous standards by the EU Kids Online network. It was funded by the EC's Safer Internet Programme in order to strengthen the evidence base for policies regarding online safety. A random stratified sample of 23,420 children aged 9-16 who use the internet, plus one of their parents, was interviewed during Spring/Summer 2010 in 25 European countries. Findings reported here are based on 23 of these countries. The survey asked about these online risks: pornography, bullying, receiving sexual messages, contact with people not known face to face, offline meetings with online contacts, potentially harmful user-generated content and personal data misuse.

Details: London: EU Kids Online, 2010. 127p.

Source: Internet Resource: Accessed December 2, 2010 at: http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/Initial_findings_report.pdf

Year: 2010

Country: Europe

URL: http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/Initial_findings_report.pdf

Shelf Number: 120357

Keywords:
Bullying
Internet Crimes
Internet Safety
Pornography

Author: Littlechild, Brian

Title: The Introduction of Restorative Justice Approaches in Young People's Residential Units: A Critical Evaluation

Summary: In 2000, Hertfordshire County Council's Youth Justice and Children, Schools and Families (CSF) services successfully introduced restorative justice in one of its young people's residential units. Following this introduction and its evaluation, this report looks at the widespread introduction in 2002 of restorative justice into all four of the county council's young people's residential units, including a home for children with disabilities. Restorative justice was introduced as a way of dealing with interpersonal conflicts, as well as with residents' criminal and anti-social behaviour. This report evaluates the influence of restorative justice on young people and staff, and their experiences of its effects as a means of dealing with residents' criminal acts, anti-social behaviour and interpersonal conflicts. It also analyses the effect that its introduction had on police call-outs to the four residential units. One of the key aims of the evaluation project was to analyse the impact of restorative justice on bullying. A previous evaluation had found that bullying was the most challenging form of antisocial behaviour for staff and young people to deal with.

Details: London: National Society for the Prevention of Cruelty to Children, 2010. 2010. 98p.

Source: Internet Resource: Accessed December 6, 2010 at: http://www.nspcc.org.uk/Inform/research/findings/restorative_justice_report_wdf72979.pdf

Year: 2010

Country: United Kingdom

URL: http://www.nspcc.org.uk/Inform/research/findings/restorative_justice_report_wdf72979.pdf

Shelf Number: 120385

Keywords:
Antisocial Behavior
Bullying
Juveniles
Restorative Justice (U.K.)

Author: Cross, Emma-Jane

Title: Virtual Violence: Protecting Children from Cyberbullying

Summary: The latest figures from Beatbullying reveal that nearly one-in-three 11-16 year olds has been deliberately targeted, threatened or humiliated by an individual or group through the use of mobile phones or the internet. For a quarter of these the experience was ongoing, meaning that 1-in-13 children were persistently cyber bullied. What we mean by persistent cyberbullying is bullying that is happening day in, day out, over a period of months or sometimes years. It is continuous cyberbullying by the same person or group. As expected, children who were persistently cyber bullied experienced a longer duration of bullying. Around a third of those persistently bullied said it lasted a year or more, or else was still going on. Another fifth said it had lasted months. The consequences of cyberbullying are no less traumatic than those that follow face-to-face bullying. The media has picked up on a number of high profile cases in which children have committed suicide following relentless online hate campaigns waged on Bebo and Facebook. These are only the most extreme manifestations. Academic research is beginning to document the increased isolation, poor educational attainment and self-destructive behaviour that readily follow cyberbullying. Cyberspace has also made possible new forms of social interaction and bullying. One worrying aspect relates to ‘sexting’, in which children produce and circulate sexual content amongst themselves. A third of children have received an unwanted or nasty message and a quarter received an unwanted or “nasty” image on the subject of sex. While a small proportion of these ‘sexts’ were from an unknown source or were spam, the vast majority were identified as a peer of the young person. In certain cases, these sexts have acted as a catalyst for mass bullying and even statutory rape. Our survey of over 2,000 secondary school pupils shows that cyberbullying is of increased concern for certain ‘high risk’ groups of children. • Pupils with Special Educational Needs, (have a learning difficulty or disability) are 16% more likely to be persistently cyber bullied over a prolonged period of time. • Pupils receiving free school meals, (an agreed universal indicator of increased deprivation, limited/ing social mobility, poverty and educational under-achievement) are 13% more likely to be persistently cyber bullied over a prolonged period of time. • White non-British ethnic background all reported a higher incident of this intense form of cyberbullying. Critically, in terms of resourcing intervention and targeting behaviour change campaigns, girls experienced twice as much persistent cyberbullying as boys and some 48% of all young people admitted to having undertaken some sort of cyberbullying. In terms of the specific websites on which cyberbullying has being taking place, the MSN instant messenger service and the Bebo social networking site were the worst offenders. This was the case for both children who had been bullied and for children who had witnessed others being bullied. The video-sharing site YouTube was also identified as a common place where footage of bullying was proliferated.

Details: London: Beatbullying, 2009. 61p.

Source: Internet Resource: Accessed May 18, 2011 at: http://www2.beatbullying.org/pdfs/Virtual%20Violence%20-%20Protecting%20Children%20from%20Cyberbullying.pdf

Year: 2009

Country: United Kingdom

URL: http://www2.beatbullying.org/pdfs/Virtual%20Violence%20-%20Protecting%20Children%20from%20Cyberbullying.pdf

Shelf Number: 121751

Keywords:
Bullying
Cyberbullying
Internet Crimes
Internet Safety
Social Networking

Author: Alexander, Kate

Title: The Experiences of Children Participating in Organised Sport in the UK

Summary: This is the report of a major three year study of children and young people’s experiences of participating in organised sport in the UK. Conducted between 2007 and 2010, the study had two elements: • An online survey of students (aged 18–22) in higher and further education institutions across the UK exploring their experience and retrospective views of participating in organised sport as children (aged up to 16). The survey yielded 6,124 valid responses • In-depth telephone interviews with young people who identified themselves in the survey as having experienced some harm in sport and who were willing to be interviewed. Eighty nine interviews were conducted. Many children participate in sport at every level: as elite or club athletes; recreationally; as helpers – ball boys and girls, mascots; and as spectators (Sport England, 2005 ). The Football Association (FA) estimates four million children in England participate in football alone (The Football Association, 2010). The benefits to children of participating in sport are well known and publicised (Scottish Executive, 2003). These include enhancement of self-confidence and self-esteem, physical and mental health, and wellbeing (Scottish Executive, 2003). However, evidence also suggests that a significant minority of children participating in sport face negative and harmful experiences, ranging from minor misuse of power and bullying to sustained and systematic physical and sexual abuse of the most serious kind. Children’s negative experiences of sport was the main focus of this study. Examples of negative experiences highlighted in the literature include (Brackenridge, 2001, Fasting, 2005): • Authoritarian, abusive, aggressive and threatening behaviour • Disrespectful treatment, including criticism and mockery of the child’s performance, and victimisation • Over-training and excessive physical demands • Ill treatment by over-aggressive and undermining parents • Bullying • Physical abuse • Emotional abuse • Grooming by paedophiles • Serious and sustained sexual assault and abuse. This study set out to investigate these issues and develop a greater understanding of the potential negative treatment of children in organised sport in the UK. Funded by NSPCC, the study was important because: • While the family is the setting for most maltreatment and abuse of children by adults, physical abuse, emotional abuse, and, in particular, sexual abuse, are all experienced outside the family in other settings (Radford et al., 2011 ). Sport is an activity engaged in by many children in the UK (Sport England, 2003b, Sports Council Wales, 2006, Sports Scotland, 2008a) and therefore, it is important to examine negative and harmful experiences of children in this setting • Prior research has been conducted on aspects of child maltreatment in sport in the UK (Brackenridge, 2001, Myers and Barret, 2002, Gervis and Dunn, 2004, Hartill, 2005, Stirling, 2008). However much of it has tended to focus on particular forms of harm, or on particular sports, or on the experience of elite athletes. Research examining the range of negative experiences that may be faced by children across sports and at all levels of participation is limited • Research in the UK focusing on children’s and young people’s views about the negative experiences of sport is also limited. The study aims were to: • Address the gap in the literature about harm to children in specific settings, in this case sport • Investigate the range of maltreatment and negative experiences children might face in sport settings • Explore the negatives of participating in sport • Provide information to assist in the development of policy about child abuse in sport • Provide information to Sports Governing Bodies and others involved in the delivery of sport to children about the harm to children and young people in organised sport (club level and above), enabling them to more effectively target policy, resources, training and support.

Details: Edinburgh: University of Edinburgh/NSPCC Centre for UK-wide Learning in Child Protection, 2011. 202p.

Source: Internet Resource: Accessed October 22, 2011 at: http://www.nspcc.org.uk/Inform/research/findings/experiences_children_sport_main_report_wdf85014.pdf

Year: 2011

Country: United Kingdom

URL: http://www.nspcc.org.uk/Inform/research/findings/experiences_children_sport_main_report_wdf85014.pdf

Shelf Number: 123087

Keywords:
Bullying
Child Maltreatment
Sports (U.K.)
Sports and Aggression

Author: Finkelhor, David

Title: Polyvictimization: Children’s Exposure to Multiple Types of Violence, Crime, and Abuse

Summary: All too often, children are victims of violence, crime, and abuse. This victimization may take the form of physical assault, child maltreatment, sexual abuse, or bullying. They may also witness such events in their homes, schools, and communities. Some children suffer several different kinds of such victimization even over a relatively brief timespan. These children and youth are at particularly high risk for lasting physical, mental, and emotional harm. The National Survey of Children’s Exposure to Violence (NatSCEV) was the first comprehensive national survey to look at the entire spectrum of children’s exposure to violence, crime, and abuse across all ages, settings, and timeframes. NatSCEV examined past-year and lifetime exposure to physical and emotional violence through both direct victimization and indirect exposure to violence (either as an eyewitness or through other knowledge). A focus of NatSCEV was multiple and cumulative exposures to violence. A large proportion of children surveyed (38.7 percent) reported in the previous year more than one type of direct victimization (a victimization directed toward the child, as opposed to an incident that the child witnessed, heard, or was otherwise exposed to). Of those who reported any direct victimization, nearly two-thirds (64.5 percent) reported more than one type. A significant number of children reported high levels of exposure to different types of violence in the past year: more than 1 in 10 (10.9 percent) reported 5 or more direct exposures to different types of violence, and 1.4 percent reported 10 or more direct victimizations. Children who were exposed to even one type of violence, both within the past year and over their lifetimes, were at far greater risk of experiencing other types of violence. For example, a child who was physically assaulted in the past year would be five times as likely also to have been sexually victimized and more than four times as likely also to have been maltreated during that period. Similarly, a child who was physically assaulted during his or her lifetime would be more than six times as likely to have been sexually victimized and more than five times as likely to have been maltreated during his or her lifetime (Finkelhor, Turner, Ormrod, Hamby, and Kracke, 2009). This helps explain why victimizations cumulate. More attention needs to be paid to children who are exposed to multiple types of violence, crime, and abuse. Most research has looked only at individual forms of child victimization — such as sexual abuse or bullying — without investigating the other exposures these same children may face. A new emphasis on the study of what is being called “polyvictimization” offers to help teachers, counselors, medical professionals, psychologists, child welfare advocates, law enforcement, juvenile justice system personnel, and others who work with children identify the most endangered children and youth and protect them from additional harm. This bulletin summarizes some of the key findings on polyvictimized youth, based on NatSCEV (see “History of the National Survey of Children’s Exposure to Violence”) and the closely related Developmental Victimization Survey (DVS) (see “Methodology”). Among the key findings: 8 percent of all youth in the nationally representative NatSCEV sample had seven or more different kinds of victimization or exposures to violence, crime, and abuse in the past year. These polyvictimized youth had a disproportionate share of the most serious kinds of victimizations, such as sexual victimization and parental maltreatment. They also had more life adversities and were more likely to manifest symptoms of psychological distress. Polyvictimization tended to persist over time. It was most likely to start near the beginning of grade school and the beginning of high school, and was associated with a cluster of four prior circumstances or pathways: living in a violent family, living in a distressed and chaotic family, living in a violent neighborhood, and having preexisting psychological symptoms.

Details: Washington, DC: U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention, 2011. 12p.

Source: Internet Resource: Juvenile Justice Bulletin: Accessed November 7, 2011 at: https://www.ncjrs.gov/pdffiles1/ojjdp/232273.pdf

Year: 2011

Country: United States

URL: https://www.ncjrs.gov/pdffiles1/ojjdp/232273.pdf

Shelf Number: 123247

Keywords:
Bullying
Child Abuse and Neglect
Child Sexual Abuse
Child Victimization
Children, Crimes Against (U.S.)

Author: Cross, Emma-Jane

Title: Virtual Violence II: Progress and Challenges in the Fight against Cyberbullying

Summary: This UK report finds that 28% of 11-to-16-year-olds have been deliberately targeted, threatened or humiliated by an individual or group through the use of mobile phones or the internet. The latest findings from Beatbullying reveal that 28% of 11-to-16-year-olds have been deliberately targeted, threatened or humiliated by an individual or group through the use of mobile phones or the internet. For over a quarter of these, this experience was ongoing, meaning that the individual was continuously targeted for bullying by the same person or group over a sustained period of time. This suggests that one-in-13 secondary-aged school children have experienced persistent and intentional cyberbullying. Given that there are approximately 4,377,780 secondary-aged children in the UK (Office for National Statistics (ONS), 2011), these figures can be projected to suggest that 350,222 children may have suffered persistent and insidious bullying inflicted via technology. These findings closely mirror Beatbullying’s first Virtual Violence study delivered in November 2009 (Cross, Richardson, Douglas & von Kaenel-Flatt, 2009), and give us significant insight into the nature of this form of bullying in the UK. Of those young people who reported being persistently cyberbullied, just under a quarter (23%) said that it lasted for a year or more and two-in-five (40%) said that it lasted for months or weeks. Over a quarter (26%) said that the bullying happened more than 10 times, over a tenth (14%) between six and 10 times, and a third (29%) between three and five times. The findings also present an interesting insight into where the bullying originates. For those ‘persistently cyberbullied’, a quarter (26%) said that the bullying first happened online, but 44% said that it started offline (that is, the person was first targeted face-to-face and the bullying then continued online). While this indicates that ‘persistent cyberbullying’ still tends to originate offline and then follows the victim online, there is a notable decrease in how often this is occurring when compared to the original Virtual Violence study carried out in 2009 – which found two-thirds (62%) of those who were ‘persistently cyberbullied’ were first bullied offline. Indeed, within the total sample of those who had experienced cyberbullying, only two-in-five (20%) said that their experience was an extension of offline bullying, with a quarter (27%) saying that the bullying they had experienced had started online. Therefore, this would indicate that bullying is becoming an increasingly more common phenomenon that starts online, paving the way for more relentless attacks.

Details: London: Beatbullying, 2012. 52p.

Source: Internet Resource: Accessed February 28, 2012 at http://www2.beatbullying.org//pdfs/Virtual-Violence-II.pdf

Year: 2012

Country: United Kingdom

URL: http://www2.beatbullying.org//pdfs/Virtual-Violence-II.pdf

Shelf Number: 124313

Keywords:
Bullying
Cyberbullying (U.K.)
Evaluative Studies
Juvenile Victims

Author: Stuart-Cassel, Victoria

Title: Analysis of State Bullying Laws and Policies

Summary: Bullying in schools has become widely viewed as an urgent social, health, and education concern that has moved to the forefront of public debate on school legislation and policy. Increasingly, elected officials and members of the school community have come to view bullying as an extremely serious and often neglected issue facing youths and local school systems (Swearer, Limber, & Alley, 2009). The focus on youth bullying has intensified over the past 12 years as a catalyzed reaction to school violence that is often linked explicitly or by inference to bullying. The Columbine High School shooting in 1999 was the first of many high-profile incidents of violent behavior that appeared to implicate bullying as an underlying cause (Greene & Ross, 2005). The incident ignited a wave of new legislative action within state legislatures that aimed to curtail bullying behavior on school campuses or to mitigate its effects. The trend was later fueled by a number of highly visible suicides among school-age children and adolescents that were linked to chronic bullying, attracting national attention to the issue (Marr & Field, 2001). The heightened visibility has coincided with an expansion of research knowledge identifying a range of serious and long-term consequences associated with bullying behavior, such as increased depression, substance use, aggressive impulses, and school truancy (Nansel, et al., 2001; Roland, 2002; Klomek, et al., 2007; Gastic, 2008; O’Brennan, Bradshaw, & Sawyer, 2009; Juvonen, 2009). Together these factors have placed increased pressure on governments and school systems for solutions to more effectively prevent or reduce bullying in schools. To address these issues, in August 2010, the U.S. Department of Education and U.S. Department of Health and Human Services cohosted the first Federal Partners in Bullying Prevention Summit, which brought together government officials, researchers, policymakers, and education practitioners to explore potential strategies to combat bullying in schools. This summit highlighted the need for more comprehensive information about the current status of state legislation, as well as information on how existing laws and policies translate into practice within elementary and secondary school systems. To address this gap in information, the U.S. Department of Education, Program and Policy Studies Service, initiated a study designed to answer the following study questions: 1. To what extent do states’ bullying laws cover U.S. Department of Education-identified key legislative and policy components? The first study question concerns the need for an informative and clearly focused analysis of state legislation to describe the purpose and structure of laws and their definitions, key provisions, similarities, and differences. To address this question, the study includes a systematic review and coding of components in laws governing K–12 education. The review identifies the types of provisions that are addressed in legislation and measures their expansiveness. The review of legislation is based on a framework conceptualized by the U.S. Department of Education (“the Department”) that was disseminated to school districts nationally and is presented in Exhibit 1 in Chapter 1 of the report (U.S. Department of Education, 2010a). The review covers legislation enacted through April of 2011, across the 50 U.S. states. 2. To what extent do states’ model bullying policies cover U.S. Department of Education-identified key legislative and policy components? The second study question focuses on the nature and content of model policies and guidance documents that have been developed by state education agencies, or school boards associations, pursuant to legislation. These policies guide and support district efforts to develop and implement effective bullying policies. The study reviews and systematically codes model policy documents available for 41 states to determine the coverage and expansiveness of key components. 3. To what extent do school districts’ bullying policies cover U.S. Department of Education-identified school district policy subcomponents? The third study question focuses on the structure and content of bullying policies developed at the local school district level that directly shape implementation within the school environment. The study involves a systematic review and coding of components in district policies for a small sample of urban and rural school districts that was selected to incorporate the geographic and community diversity of U.S. school districts. The analysis aims to determine the types of definitions and policy components that are present in local policy documents in addition to providing a measure of their expansiveness. The analysis also examines the relationship between state legislation and local policy development (e.g., the degree to which state legislation shapes local policy). 4. How are state laws translated into practice at the school level? The final study question focuses on how bullying laws and their legislative requirements are implemented by school districts and schools. The question will be answered through a series of case studies conducted at 24 school sites across four states. The purpose of the case studies will be to highlight lessons from the field on how state legislation and model policies are shaping implementation of bullying programs and procedures, and to assess the ways that state and district policies facilitate or create challenges for effective implementation. The second study phase will be launched in the fall of 2011.

Details: Washington, DC: Policy and Program Studies Service, Office of Planning, Evaluation and Policy Development, U.S. Department of Education, 2011. 202p.

Source: Internet Resource: Accessed March 16, 2012 at http://www2.ed.gov/rschstat/eval/bullying/state-bullying-laws/state-bullying-laws.pdf

Year: 2011

Country: United States

URL: http://www2.ed.gov/rschstat/eval/bullying/state-bullying-laws/state-bullying-laws.pdf

Shelf Number: 124557

Keywords:
Bullying
Criminal Justice Policy
Legislation
School Crime

Author: Anti-Defamation League

Title: Bullying/Cyberbullying Prevention Law: Model Statute and Advocacy Toolkit

Summary: Bullying and harassment in elementary and secondary educational settings is a continuing problem for school districts, parents, and students. The impact of bullying has been well documented -- studies have shown that difficulty making friends, loneliness, low self-esteem, depression, poor academic achievement, truancy and suicide are all associated with being bullied. Bullying is often motivated by prejudice and hate, and some of the most serious cases are the result of bias based on the victim’s personal characteristics, such as race, religion, national origin, gender identity, or sexual orientation. Whether bullying is related to identity-based group membership, or more universal characteristics such as appearance or social status, this form of social cruelty can produce devastating consequences for the targets – and the perpetrators of bullying – and may be a precursor to more destructive behavior. Cyberbullying, described as intentional harm inflicted through electronic media, is a growing problem that affects almost half of all U.S. teens. An increasing number of youth are misusing online technology -- e-mailing, text messaging, chatting and blogging -- to bully, harass and even incite violence against others. Targets of cyberbullying may be subject to additional distress due to the pervasive and invasive nature of modern communication technology. Cyberbullying messages can be circulated far and wide in an instant and are usually irrevocable; cyberbullying is ubiquitous—there is no refuge and victimization can be relentless; and cyberbullying is often anonymous and can rapidly swell as countless and unknown others join in on “the fun.” For years, governments, schools and courts have been wrestling with how to deal with the issue of bullying and harassment in schools. A school’s duty to maintain a safe learning environment for students must be balanced with a student’s right to privacy and free speech. Particularly with the rise in cyberbullying, schools are seeking ways to create a safe environment, and communities and legislatures are creating guidelines on the issue. Over the past ten years, thirty-seven states have adopted legislation mandating schools implement anti-bullying statutes. Some statutes are general prohibitions on bullying while others are specific in their requirements. The Anti-Defamation League has prepared a Model Anti-Bullying Statute. The League’s Model Statute combines the best elements of existing laws, along with refinements to ensure that this anti-bullying statute is comprehensive and constitutional. While some of the current thirty-seven state statutes may have all of the elements in ADL’s model, most do not. ADL is taking a strong lead in encouraging states to ensure their anti-bullying statutes are complete, effective, constitutional, and implemented. This Toolkit contains ADL’s Model Anti-Bullying Statute, general talking points in support of anti-bullying legislation, a specific section-by-section description of our model policy, a compilation of the existing anti-bullying statutes, and examples of school Internet Acceptable Use Policies.

Details: New York: Anti-Defamation League, 2009. 34p.

Source: Internet Resource: Accessed April 15, 2012 at http://www.adl.org/civil_rights/Anti-Bullying%20Law%20Toolkit_2009.pdf

Year: 2009

Country: United States

URL: http://www.adl.org/civil_rights/Anti-Bullying%20Law%20Toolkit_2009.pdf

Shelf Number: 124949

Keywords:
Bullying
Crime Prevention
Cyberbullying
Legislation

Author: Lansdown, Gerison

Title: Child Safety Online: Global Challenges and Strategies

Summary: Over the past twenty years the Internet has become an integral part of our lives. We have eagerly embraced its potential for communication, entertainment and information-seeking. For many of today’s children, the Internet, mobile phones and other technologies are a constant and familiar presence. For them, the distinction between online and offline has increasingly become meaningless, and they move seamlessly between both environments. An increasing number of children can scarcely imagine life without a social networking profile; videos and photographs shared online – often in real time – and online gaming. Indeed, young people are at the vanguard of technological change Their coming-of-age in this era of exponential innovation has widened the generational divide between them and their parents, their teachers and other caregivers. This gap, while becoming less stark in industrialized countries, is wider in lower income countries where caregivers arguably have fewer opportunities to access information and communication technology. But the situation is changing rapidly There is no doubt that the Internet yields numerous opportunities and benefits for children in terms of its impact on their educational attainment and social inclusion. However, it has also exposed children to dangers that defy age, geographic location and other boundaries that are more clearly delineated in the real world. This has resulted in risks to children and young people of having abusive images of them shared on the Internet; of being groomed or lured into sexual conversations or exploitation by adult offenders; of being bullied or harassed online. Bearing this in mind, the UNICEF Innocenti Research Centre has, in partnership with the Child Exploitation and Online Protection Centre in the United Kingdom, collaborated with a number of actors to undertake this study. The research explored children’s online behaviour, risks and vulnerability to harm, documenting existing preventive and protective measures to combat their online abuse and exploitation. The study draws on lessons from high- and middle-income countries, viewed through the lens of the dynamic that, given the speed of innovation, other countries may soon experience. What we have learned is that a singular approach to combating these crimes is not effective. What is required is a collective effort by policymakers, law enforcement agencies, social workers, teachers, parents and the private sector to systematically protect children. We have also discovered that many children are comfortable navigating the Internet and are able to avoid risks. They may see themselves as protectors of younger children and are themselves agents for change. Children should be allowed to express their views on how to mitigate risks, and they should be listened to and empowered to safely exploit the benefits of the Internet. However, we should not overestimate their ability to protect themselves. Ultimately, the onus lies with adults to put in place a framework that ensures children equal and equitable access to the Internet, along with a safer online environment. Access to knowledge, participation, leisure and play are fundamental rights of all children, as enshrined in the Convention on the Rights of the Child In today’s real and virtual worlds, it is our collective responsibility to ensure those rights for all children.

Details: Florence, Italy: UNICEF Innocenti Research Centre, 2011. 32p., technical report.

Source: Internet Resource: Accessed May 15, 2012 at: http://www.unicef-irc.org/article/825

Year: 2011

Country: International

URL: http://www.unicef-irc.org/article/825

Shelf Number: 125276

Keywords:
Bullying
Child Protection
Child Sexual Exploitation
Internet Crimes
Internet Safety
Online Communication
Pornography

Author: Centers for Disease Control and Prevention

Title: The Bully-Sexual Violence Pathway in Early Adolescence

Summary: The focus of this ASAP is to highlight the early findings from a three-year study aimed to examine the overlap between bullying and sexual violence victimization and perpetration in five middle schools in a Midwest state. The first two waves of the study have shown that bullying perpetration and homophobic teasing were significant predictors of sexual harassment perpetration over time. While these findings are preliminary, they do suggest that homophobic teasing may be a component of bullying that may increase the potential for sexual harassment later. In other words, a bully perpetrator who also used homophobic teasing may later turn to sexual harassment.

Details: Washington, DC: National Center for Injury Prevention and Control, Division of Violence Prevention, Centers for Disease Control and Prevention, 2012. 4p.

Source: ASAP Brief: Internet Resource: Accessed June 13, 2012 at http://www.cdc.gov/ViolencePrevention/pdf/ASAP_BullyingSV-a.pdf

Year: 2012

Country: United States

URL: http://www.cdc.gov/ViolencePrevention/pdf/ASAP_BullyingSV-a.pdf

Shelf Number: 125348

Keywords:
Bullying
Homophobia
Juvenile Offenders
Sexual Harassment
Sexual Violence
Victimization

Author: Levy, Nathaniel

Title: Bullying in a Networked Era: A Literature Review

Summary: "Bullying in a Networked Era: A Literature Review", by Nathaniel Levy, Sandra Cortesi, Urs Gasser, Edward Crowley, Meredith Beaton, June Casey, and Caroline Nolan, presents an aggregation and summary of recent academic literature on youth bullying and seeks to make scholarly work on this important topic more broadly accessible to a concerned public audience, including parents, caregivers, educators, and practitioners. The document is guided by two questions: “What is bullying?” and “What can be done about bullying?” and focuses on the online and offline contexts in which bullying occurs. Although the medium or means through which bullying takes place influence bullying dynamics, as previous research demonstrates, online and offline bullying are more similar than different. This dynamic is especially true as a result of the increasing convergence of technologies. Looking broadly at the commonalities as well as the differences between offline and online phenomena fosters greater understanding of the overall system of which each is a part and highlights both the off- and online experiences of young people – whose involvement is not typically limited to one end of the spectrum.

Details: Cambridge, MA: The Berkman Center for Internet & Society at Harvard University, 2012. 62p.

Source: Kinder & Braver World Project: Research Series, Research Publication No. 2012-17: Internet Resource: Accessed September 23, 2012 at http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2146877

Year: 2012

Country: United States

URL: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2146877

Shelf Number: 126406

Keywords:
Bullying
Cyberbullying
Cybercrimes
Internet Crime

Author: Koeppel, Maria

Title: The Long-Term Health Consequences of Bullying Victimization

Summary: Bullying consists of repeated acts of intimidation and/or abuse over a period of time and is a growing issue both nationally and globally, with serious implications for both the victims and the bullies (Glew et al., 2000; Marsh et al., 2001; Mayer & Cornell, 2010). Largely affecting schoolaged children and teenagers, the health effects of bullying may be long lasting. Links have been established between bullying and physical and psychological health issues, violent behavior, alcoholism and substance abuse, sleeping problems, and even suicide (Britt, 2001; Fekkes et al., 2004; Hershberger & D’Augelli, 1995; Menard, 2002; Ttofi & Farrington, 2008; Van der Wal et al., 2003). This research brief provides a summary of results from a recent study designed to examine the relationship between bullying and physical and mental health, health care access and utilization, and health risk behaviors. The full study will be published in a special issue of Justice Quarterly, titled “Criminology, Criminal Justice, and Public Health Studies.”

Details: Huntsville, TX: Crime Victims' Institute, College of Criminal Justice, Sam Houston State University, 2012. 4p.

Source: Report No. 2012-01: Internet Resource: Accessed October 7, 2012 at http://dev.cjcenter.org/_files/cvi/BullyHealthfinal.pdf

Year: 2012

Country: United States

URL: http://dev.cjcenter.org/_files/cvi/BullyHealthfinal.pdf

Shelf Number: 126582

Keywords:
Bullying
Mental Health
Physical Health
Victims of Crime

Author: Farrington, David P.

Title: School Bullying, Depression and Offending Behaviour Later in Life An Updated Systematic Review of Longitudinal Studies

Summary: Bullying is a problem among children all over the world. In an earlier report in this series, two of the authors of this study have shown that systematic school programs have proven to be effective in preventing bullying. This was an encouraging result. A further question of interest is that of whether bullying also influences the bullies and the victims later on in life in terms of subsequent offending and mental health problems. The answer to this question would reveal whether the prevention of bullying also constitutes a means of preventing future crime and mental health related issues. This is the question answered by the four authors of this report on the basis of a systematic review that includes a number of statistical meta-analyses. There are never sufficient resources to conduct rigorous evaluations of all the crime prevention measures employed in an individual country such as Sweden. Nor are there resources to conduct scientific studies of all of the effects produced by e.g. early riskfactors on later offending. This report presents a systematic review, including a number of statistical meta-analyses, of the impact of bullying on later offending and depression, with regard to both the bullies and those exposed to bullying. The study follows the rigorous methodological requirements of a systematic review. The analysis combines the results from a substantial number of studies that are considered to satisfy a list of empirical criteria for measuring the correlations of bullying perpetration and victimization with offending and depression as reliably as possible. The meta-analysis then uses the results from these six previous studies to calculate and produce a robust overview of the impact of bullying on negative outcomes later in life. The systematic review, and the statistical meta-analyses, in this case builds upon a large number of scientific studies from different part of the world, producing highly relevant findings on the impact of bullying among children on offending and depression later in life. Although some important questions remain unanswered, the study provides the most accessible and far-reaching overview of this important issue that has been produced to date.

Details: Stockholm, Sweden: Brottsförebyggande rådet/The Swedish National Council for Crime Prevention, 2012. 116p.

Source: Internet Resource: Accessed October 19, 2012 at: http://www.bra.se/bra/bra-in-english/home/publications/archive/publications/2012-06-11-school-bullying-depression-and-offending-behaviour-later-in-life.html

Year: 2012

Country: International

URL: http://www.bra.se/bra/bra-in-english/home/publications/archive/publications/2012-06-11-school-bullying-depression-and-offending-behaviour-later-in-life.html

Shelf Number: 126753

Keywords:
Bullying
Depression
Mental Health
School Crime

Author: Pana, Artemis

Title: Youth4Youth: A Manual for Empowering Young People in Preventing Gender-Based Violence through Peer Education

Summary: The Youth4Youth training manual is the culmination of a series of initiatives undertaken in several European countries that aimed at shedding more light on the issue of gender-based violence among adolescents. A number of projects funded by the European Commission’s Daphne Programme have created a wealth of information on how young people think and act in relation to their gender identity and within romantic relationships, forming the basis for the work undertaken in the Youth4Youth project, a deliverable of which is this manual. Most importantly, they have provided the foundation upon which interventions such as this manual can be developed and implemented in schools and in youth centres to prevent gender-based violence, and violence against women in particular, by addressing its root causes as early as possible. Emerging evidence suggests that patterns of violence and victimization may develop in early adolescence, and soon become difficult to reverse. Hence, primary prevention measures have an essential role in combating gender based violence since schools and other education centres are a critical component of adolescents’ lives and one of the main contexts where gender socialization takes place, as well as where attitudes toward oneself and others are formed and reinforced. This type of work goes on to stress the importance of funding programmes within the EU that prioritize gender equality and the fight against gender-based violence, including primary prevention programmes that aim to provide young people across Europe with the knowledge and skills to live healthier, more empowered lives.

Details: Nicosia, Cyprus: Mediterranean Institute of Gender Studies (MIGS), 2012. 94p.

Source: Internet Resource: Accessed April 6, 2013 at: http://www.medinstgenderstudies.org/wp-content/uploads/Y4Y-Manual_digital_v12.pdf

Year: 2012

Country: Europe

URL: http://www.medinstgenderstudies.org/wp-content/uploads/Y4Y-Manual_digital_v12.pdf

Shelf Number: 128299

Keywords:
Bullying
Delinquency Prevention
Education
Gender-Based Violence
Peer Groups
School Violence
Sexual Violence
Violence Prevention
Youth Violence

Author: Lobe, Bojana

Title: Cross-national comparison of risks and safety on the internet: initial analysis from the EU Kids Online survey of European children

Summary: This report examines the cross-national differences between the 25 countries included in the EU Kids Online project. The core of the project is a rigorous and detailed in-home, face-to-face survey with 1,000 children aged 9-16 in each country. Top-line findings for the survey are reported in: Livingstone, S., Haddon, L., Görzig, A. and Ólafsson, K. (2011) Risks and safety on the internet: The perspective of European children. Full findings. This report offers a further analysis of these survey findings, focused on cross-country comparisons. It asks the following key questions:  What are the main differences in children’s online use, activities, skills, risks and harm across the 25 countries surveyed?  How far can these differences be accounted for by external country-level factors (such as broadband penetration, education, GDP, etc)? It is paired with a parallel report, published simultaneously (August 2011), Patterns of risk and safety online, which examines cross-national similarities among children’s experiences of the internet in Europe, focusing on individual and group-level differences (age, gender, parental education). The intended audience for both reports is researchers and research users. The reports include primary statistical analysis in order that the basis for the project’s conclusions is clearly explained and accounted for. To address policy stakeholders more widely, both reports will be followed, in September 2011, by a report discussing the policy implications of these individual and country-level comparisons of children’s experiences.

Details: London: EU Kids Online Network, London School of Economics, 2011. 84p.

Source: Internet Resource: Accessed August 19, 2013 at: http://eprints.lse.ac.uk/39608/1/Cross-national%20comparison%20of%20risks%20and%20safety%20on%20the%20internet%28lsero%29.pdf

Year: 2011

Country: Europe

URL: http://eprints.lse.ac.uk/39608/1/Cross-national%20comparison%20of%20risks%20and%20safety%20on%20the%20internet%28lsero%29.pdf

Shelf Number: 129648

Keywords:
Bullying
Internet Crimes
Internet, Safety Measures
Online Victimization
Pornography

Author: Youth Justice Board for England and Wales

Title: National Evaluation of the Restorative Justice in Schools Programme

Summary: In May 2000, the Youth Justice Board of England and Wales launched a pilot initiative to test the impact of restorative justice conferences in two Lambeth schools. Following early signs that restorative justice conferences showed promise in addressing bullying and other forms of anti-social behaviour, the Board was successful in attracting funding for three years from the Treasury's Invest to Save fund to extend the programme to other areas of London in April 2001. Borough partnerships were invited to tender for these initiatives through the local Youth Offending Teams (Yots). By the end of May 2001, three other boroughs joined the initiative, following the tender process: Hackney, Hammersmith and Fulham, and Islington. However, by the summer of 2002, only one of the new boroughs (Hammersmith and Fulham) had made any progress towards implementing a programme of restorative justice work in schools, and the Board decided to take back the funds that had been allocated to Hackney and Islington. The remaining funding was repackaged into a national programme, and Yots in England and Wales were invited to apply for funds to implement restorative projects within schools in their local area. Due to the lack of progress in implementing projects in Hackney and Islington, bids had to demonstrate that Yots already had relationships with the schools in their area. Seven Yots were successful in this bidding process: Barnet, Blackpool, Medway, North Lincolnshire, Oxford, Rhondda Cynon Taff and Somerset. The projects spanned a range of different approaches to introducing restorative practices into schools, including restorative justice conferences. Chapter 3 of this report details these approaches. The newly recruited Yots had only 18 months to develop and implement their projects (because of considerably smaller budgets, ranging between $15,000 and $44,000, and the timespan of the Treasury grant) rather than the three years that the Hammersmith and Fulham, and Lambeth projects had had to implement their projects. As such, the Restorative Justice in Schools programme consisted of nine local Yots working across 26 schools (20 secondary and 6 primary). The contract to evaluate these initiatives was awarded to Partners in Evaluation, a specialist agency with a multi-ethnic team of researchers and a national reputation for conducting evaluations in the fields of health, education, social exclusion and regeneration. The evaluation was intended to explore the following research questions: 1. What are the levels of victimisation, bullying and robbery in the schools in the study? 2. How are restorative justice approaches introduced into the schools? 3. To what extent are participants in restorative justice conferences (victims and offenders) satisfied with the process at the time of the conference?

Details: London: Youth Justice Board for England and Wales, 2004. 99p.

Source: Internet Resource: Accessed January 24, 2014 at: http://www.restorativejustice.org.uk/resource/national_evaluation_of_the_restorative_justice_in_schools_programme/

Year: 2004

Country: United Kingdom

URL: http://www.restorativejustice.org.uk/resource/national_evaluation_of_the_restorative_justice_in_schools_programme/

Shelf Number: 131797

Keywords:
Bullying
Delinquency Prevention
Juvenile Offenders
Restorative Justice
School Crime
School Violence

Author: Great Britain. House of Commons. Culture, Media and Sport Committee

Title: Online Safety. Sixth Report of Session 2013-14

Summary: The internet has revolutionised communications and information sharing. It provides an ever increasingly important platform for creativity and economic growth. Online social media services are providing new ways of interacting and keeping in touch. Online communications enable expressions of human behaviour both positive and negative; sometimes downright criminal. Our inquiry has focused on three disparate aspects of online content and behaviour, all of which are of widespread concern: illegal content, especially images of child abuse; harmful adult content being made freely available to children; bullying and harassment on social media. Both the publication and possession of child abuse images are rightly illegal. While these offences are bad enough, it must not be forgotten that such images represent crime scenes, often of the most horrific kind. There is a clear need to ensure that the police have adequate resources to track down and arrest online paedophiles in sufficient numbers to act as a meaningful deterrent to others. If necessary, additional funding should be provided to recruit and train a sufficiently large number of police officers adequate to the task. The Child Exploitation and Online Protection (CEOP) Command, now part of the new National Crime Agency, has a well-deserved reputation as a lead body in tackling child abuse. It has been increasingly effective not least because it is not solely a criminal justice organisation: its education and social care work has also been very important in increasing public understanding of the problem of child abuse and in offering means of countering abusers. All three elements of its mission - education, social care and criminal justice - need to be actively pursued and publicised. The Internet Watch Foundation, too, has played a crucial role in removing and blocking child abuse images online. We very much welcome their new commitment to embark on proactive searching for online child abuse images. The sooner these can be found and removed, the better. However, we are concerned that the additional staff resources being allocated to this task could prove woefully insufficient to achieve substantial progress towards what must be an important intermediate goal: the eradication of child abuse images from the open internet. Tracing paedophiles who share images on peer-to-peer networks and the so-called hidden internet continues to challenge both the police and the internet service providers; it is a challenge that, by working together, they must overcome. Legal adult pornography is widely consumed. This includes explicit "hard core" material that attracts an R18 certificate from the British Board of Film Classification. Parents and carers clearly have a key role, not to mention interest, in preventing harmful material of this kind becoming available to children. However, they should have access to more information and help where and when they need it. In the off-line world, it is the newsagent, not the parent, who voluntarily places some adult magazines on a top shelf out of reach of children. It is the local authority, not the parent, which administers the licensing of sex shops selling R18 pornography to which children may not be admitted. Some level of analogous protection ought to be provided in relation to online material. At the moment, little is. Legal adult sites could restrict access by children in a number of ways. In general a robust age verification process should be in place; as part of this, sites could use a combination of the following: requiring payment by a credit card linked to an adult; shielding the content behind a warning page; attaching metadata to the website to make it easier for filters to operate and for search engines not to return the material when operating in a safe search mode. Filters may not be failsafe, but they continue to improve and are an important way of protecting children from harmful content. We very much welcome the introduction of whole home filtering solutions that prompt account holders with a choice to apply them. The main internet service providers should have contacted all their customers by the end of the year to offer this valuable service. We want to see all other ISPs following suit. Publishing adult pornography in a way that makes it readily available to children is likely to be an offence under the Obscene Publications Act 1959. We do not believe the police should be deterred from bringing to book publishers of adult pornography who make little attempt to shield children from their product. While acknowledging that the enforcement of obscenity legislation is fraught with difficulty, not least in the context of the internet, we believe there is scope for greater enforcement in this area to provide some deterrent effect. There may also be scope for blocking particularly harmful adult websites that make no serious attempt to hinder access by children. As part of its existing media literacy duties, Ofcom has an important role in monitoring internet content and advising the public on online safety. However, we are anxious to avoid suggesting a significant extension of formal content regulation of the internet . Among the unintended consequences this could have would be a stifling of the free flow of ideas that lies at the heart of internet communication. Rather, more needs to be done to signpost the advice and educational resources available to both parents and teachers. This is all the more pressing given the growing use of social media and its misuse by some - both adults and children. Today, one in five 12-16 year-olds think being bullied online is part of life. Social media providers should offer a range of prominently displayed options for, and routes to, reporting harmful content and communications. They should act on these reports expeditiously, keeping the complainant and-where appropriate-the subject of the complaints informed of outcomes and actions. Given that Facebook and Twitter are aware of the extent to which their services are accessed by younger children, thanks to age verification processes that are at best flimsy, we expect them to pay greater attention to factoring this into the services provided, the content allowed and the access to both. The same applies to other social media companies in a similar position. Some of the worst online bullies and trolls are being brought to book in the courts. Much of the abuse and bullying that takes place online is covered by existing laws, but these need to be clarified with guidance updated for the online space. Young people especially are distinguishing less and less between their lives on the internet and in the real world. Bullying that takes place in the playground can merge seamlessly with bullying on smart phones and tablets. Sometimes this ends with the tragedy of teenage suicide. It is just one reminder that staying safe off-line includes staying safe online too.

Details: London: The Stationery Office, Limited, 2014. 166p.

Source: Internet Resource: http://www.publications.parliament.uk/pa/cm201314/cmselect/cmcumeds/729/729.pdf

Year: 2014

Country: United Kingdom

URL: http://www.publications.parliament.uk/pa/cm201314/cmselect/cmcumeds/729/729.pdf

Shelf Number: 132037

Keywords:
Bullying
Child Abuse
Child Pornography
Child Protection
Child Sexual Exploitation
Computer Crimes
Internet Crimes
Online Communications
Online Security
Online Victimization
Pedophilia
Pornography

Author: Espelage, Dorothy L.

Title: Bullying, Sexual, and Dating Violence Trajectories From Early to Late Adolescence

Summary: Youth aggression and bullying, sexual harassment and dating violence are widespread public health concerns that create negative consequences for victims. The present study included a longitudinal examination of the impact of family abuse and conflict, self-reported delinquency, and peer delinquency on the development of bullying perpetration, sexual harassment perpetration, and teen dating violence perpetration among a large sample of early adolescents. While a few studies have examined the co-occurrence of bullying, sexual harassment, and/or dating violence among high school students, there are no studies to date to simultaneously consider all three forms of violence using a comprehensive, developmentally-sensitive design. Quantitative self-report survey data were collected from 1162 high school students who were part of the University of Illinois Study of Bullying and Sexual Violence Study funded by the Centers for Disease Control (1U49CE001268-01; 2007-2010). Participants included in the results presented here were from four Midwestern middle schools (grades 5 - 7; three cohorts) who were followed into three high schools; 49% female; 58% African American, and 26% White. At Wave 1, students ranged in age from 10 to 15 years of age (M = 11.81; SD = 1.09). Sixty-percent of the sample was eligible for free/reduced lunch. Participants were in middle school (waves 1 - 4) during the initial Bullying and Sexual Violence Study. At waves 6 and 7, youth were in high school; and sexual harassment and teen dating violence measures were added to the survey packet. Boys reported more bully perpetration during middle school, whereas girls reported more family conflict and sibling aggression than boys. In high school, sexual harassment perpetration was higher for boys than girls. Verbal emotional abuse and physical teen dating violence perpetration was higher for girls than boys, but boys reported greater levels of sexual teen dating violence perpetration in high school. Boys reported a greater mean scale score than girls on self-reported sexual harassment perpetration during middle school. In high school, 68% of girls reported having at least one sexual harassment victimization experience compared to 55% of boys. Verbal emotional dating abuse was the most common experience for these youth, 73% of girls versus 66% of boys reported any verbal emotional abuse victimization. In addition, 64% of girls reported perpetrating verbal emotional abuse with a dating partner compared to 45% of boys. Physical teen dating violence behaviors were reported by fewer youth, but still at a high rate (35-36%). Sexual coercion victimization was reported by 23-25% girls and 13-14% of boys. Longitudinal path analyses were modeled separately for girls and boys. Consistent with the proposed theoretical model, family conflict, sibling aggression, and delinquent friends were significant predictors of bullying perpetration during middle school for girls. In high school, bully perpetration predicted sexual harassment/violence perpetration, verbal emotional abuse teen dating violence perpetration, and sexual coercive teen dating violence perpetration. Consistent with the proposed model, sibling aggression predicted bullying perpetration for boys, ike the girls model; however family conflict did not emerge as a significant predictor of bullying perpetration or delinquency. In contrast to the girls' model, sibling aggression and self-reported delinquency also predicted sexually coercive teen dating violence perpetration and verbal emotional abuse perpetration. Also, bully perpetration predicted sexual harassment/violence perpetration, verbal emotional abuse and physical teen dating violence perpetration. Thus, interventions should address exposure to family violence and include opportunities to learn healthy relationships and conflict management skills. Prevention efforts should consider developmental timing of aggression and violence. Given that bullying declines in high school, it may be necessary to shift the focus to aggression and violence as they manifest in dating and romantic relationships. Finally, there needs to be increased research attention given to sexual coercion in dating relationships in high school, especially when considering the experience of girls.

Details: Urbana-Champaign, IL: University of Illinois - Urbana Champaign, 2014. 74p.

Source: Internet Resource: Accessed July 1, 2014 at: https://www.ncjrs.gov/pdffiles1/nij/grants/246830.pdf

Year: 2014

Country: United States

URL: https://www.ncjrs.gov/pdffiles1/nij/grants/246830.pdf

Shelf Number: 132576

Keywords:
Bullying
Dating Violence
Family Violence
Sexual Harassment

Author: Welsh Local Government Association

Title: Tackling Hate Crimes and Incidents: A Framework for Action

Summary: The Framework aims to tackle hate crimes and incidents in respect of the protected characteristics under the Equality Act 2010. These include: -disability -race -religion -sexual orientation -gender identity -age. The Framework has also been developed to tackle areas of hate crimes and incidents across cyber hate and bullying, far right hate and mate crime (befriending of people, who are perceived by perpetrators to be vulnerable, for the purposes of taking advantage of, exploiting and/or abusing them). The Framework includes three objectives on prevention, supporting victims and improving the multi-agency response. It is supported by a Delivery Plan which will be updated on an annual basis.

Details: Cardiff: Welsh Government, 2014. 64p.

Source: Internet Resource: Accessed July 1, 2014 at: http://wales.gov.uk/docs/dsjlg/publications/equality/140512-hate-crime-framework-en.pdf

Year: 2014

Country: United Kingdom

URL: http://wales.gov.uk/docs/dsjlg/publications/equality/140512-hate-crime-framework-en.pdf

Shelf Number: 132580

Keywords:
Bias-Motivated Crimes
Bullying
Crime Prevention
Cybercrimes
Hate Crimes

Author: Katz, Ilan

Title: Research on youth exposure to, and management of, cyberbullying incidents in Australia

Summary: The Social Policy Research Centre was commissioned by the Australia Government, as part of its commitment to Enhance Online Safety for Children External Links icon , to investigate youth exposure to cyberbullying and how it is being managed. The report was developed in collaboration with National Children's and Youth Law Centre, the University of South Australia, the Young and Well Cooperative Research Centre, and the University of Western Sydney. The research shows that each year, one in five young Australians aged 8-17 are victims of cyberbullying. This behaviour is most prominent in children aged 10-15 years, with prevalence decreasing for 16-17 year-olds. The estimated number of children and young people who were victims of cyberbullying last year was approximately 463,000, with around 365,000 in the 10-15 age group. The report also notes that the prevalence of cyberbullying has 'rapidly increased' since it first emerged as a behaviour. The report indicates that the most appropriate way of addressing cyberbullying is to introduce a series of responses including restorative approaches, educating young people about the consequences of cyberbullying, and requiring social networking sites to take down offensive material. The findings are presented in three parts. Please click on the links below for the separate sections or see the synthesis report for the collated findings. Part A: The estimated prevalence of cyberbullying incidents involving Australian minors, based on a review of existing published research including how such incidents are currently being dealt with. Part B: The estimated prevalence of cyberbullying incidents involving Australian minors that are reported to police, community legal advice bodies and other related organisations, the nature of these incidents, and how such incidents are currently being dealt with. Part C: An evidence-based assessment to determine, if a new, simplified cyberbullying offence or a new civil enforcement regime were introduced, how such an offence or regime could be implemented, in conjunction with the existing criminal offences, to have the greatest material deterrent effect. Appendix A: Literature review - International responses to youth cyberbullying and current Australian legal context Appendix B: Findings of research with adult stakeholders Appendix C: Findings of research with youth Appendix D: Supplementary data and analysis

Details: Sydney: Social Policy Research Centre, UNSW Australia, 2014. 8 parts

Source: Internet Resource: Accessed August 14, 2014 at: https://www.sprc.unsw.edu.au/research/projects/cyberbullying/

Year: 2014

Country: Australia

URL: https://www.sprc.unsw.edu.au/research/projects/cyberbullying/

Shelf Number: 133046

Keywords:
Bullying
Computer Crime
Cyberbullying (Australia)
Cybercrime
Internet Crime
Juvenile Offenders
Online Communications
Online Safety
Social Networks

Author: U.S. Department of Education

Title: Student Reports of Bullying and Cyber-Bullying: Results From the 2013 School Crime Supplement to the National Crime Victimization Survey

Summary: This document reports data from the 2013 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS).1 The Web Tables show the extent to which students with different personal characteristics report bullying and cyber-bullying. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income. The U.S. Census Bureau (Census) appended additional data from the 2010-11 Common Core of Data (CCD) and the 2011-12 Private School Universe Survey (PSS) to generate tables showing the extent to which bullying and cyber-bullying are reported by students in schools with different characteristics.2 School characteristics examined are region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/Native Hawaiian/Other Pacific Islander, Black/African American, Hispanic/Latino, and students of two or more races; and percentage of students eligible for free or reduced-priced lunch. The SCS data tables show the relationship between bullying and cyber-bullying victimization and other crime-related variables, such as reported presence of gangs, guns, drugs, and alcohol, and hate-related graffiti at school; selected school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon carrying at school. The tables appear in four sections. Section 1 is an overview table, showing the number and percentage of students ages 12 through 18 who reported being bullied at school and cyber-bullied anywhere, by type of bullying or cyber-bullying (table 1.1). Section 2 displays estimates for where in school bullying occurred, the percentage distribution of the frequency, and the type of bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 2.1-2.6). Section 3 provides estimates for the percentage distribution of the frequency and the type of cyber-bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 3.1-3.4). Section 4 displays the percentages of students bullied at school or cyber-bullied anywhere by student reports of unfavorable school conditions; selected school security measures; criminal victimization at school; and personal fear, avoidance behaviors, fighting, and weapon carrying at school (tables 4.1-4.4).

Details: Washington, DC: U.S. Department of Education, 2015. 53p.

Source: Internet Resource: Accessed May 13, 2015 at: http://nces.ed.gov/pubs2015/2015056.pdf

Year: 2015

Country: United States

URL: http://nces.ed.gov/pubs2015/2015056.pdf

Shelf Number: 135553

Keywords:
Bullying
Cyberbullying
Cybercrime
School Bullying
School Crimes
School Victimization

Author: MacKay, A. Wayne

Title: Respectful and Responsible Relationships: There's No App for That. The Report of the Nova Scotia Task Force on Bullying and

Summary: Schools are in many ways a microcosm of the larger society and this is also true in respect to the problems of bullying. The problems of bullying, and cyberbullying in particular, are a world-wide phenomenon and are growing in prominence. As the Task Force did its work there was barely a day that passed when there was not some mention of these issues. It is in the news, the basis of television crime dramas and it is affecting the lives of young people around the world. In a presentation to the Senate Human Rights Committee on Bullying and Cyberbullying, the President of Bullying.org indicated that there are 252,000 cases of bullying per month in Canadian high schools. A tragic series of youth suicides in Nova Scotia was the trigger that led to the creation of the Task Force, and courageous parent, Pam Murchison, mother of Jenna, whose talented young life ended in suicide, presented to the Task Force in both private and public meetings. These were important reminders of the need to reduce the problem of bullying and its sometimes tragic consequences on the lives of young people. Also the tearful news account of the father of another young Nova Scotian woman, who was tormented by bullies and whose life ended too early, added motivation and a sense of urgency to the work of this Task Force. Suicides are complex issues of mental health and there is rarely a clear cause and effect. However, the negative consequences of bullying in all its forms are extensive: loss of self-esteem, anxiety, fear and school drop-outs are a few examples. As the title of this report suggests, there is no quick fix to this problem; or to put it in modern terms, there is no app for that. The problems of bullying and cyberbullying raise some of the largest and most complex issues in society. At the core of the bullying issue is the need for respectful and responsible relationships among young people and in society generally. While there is lots of blame to go around, bullying is not just about unacceptable individual conduct but rather a complex web of relationships and attitudes that permeate all aspects of modern society. It is about values, community (or the loss of it), a breakdown in respect for other people, and the need for citizens young and old to take responsibility for their actions and inactions. As an insightful Grade 4/5 student stated, "Other people's feelings should be more important than your own. If everybody thought that way, there wouldn't be any bullying." This Task Force was born in the context of the Stanley Cup riots in Vancouver and extensive riots in the United Kingdom. In both these cases the mob mentality prevailed and acts of violence and vandalism were captured on camera for the entire world to see. The lack of respect for other people and their property, a failure to take responsibility for individual and collective actions, the loss of a sense of community and core values were all too evident in these high profile displays of violence and irresponsibility. Problems of bullying and cyberbullying are not confined to youth and in many respects the mandate of this Task Force intersects with some of the largest and most troubling issues of our time.

Details: Halifax: Nova Scotia Task Force on Bullying and Cyberbullying, 2012. 105p.

Source: Internet Resource: Accessed May 26, 2015 at: http://antibullying.novascotia.ca/sites/default/files/Respectful%20and%20Responsible%20Relationships%2C%20There%27s%20no%20App%20for%20That%20-%20Report%20of%20the%20NS%20Task%20Force%20on%20Bullying%20and%20Cyberbullying.pdf

Year: 2012

Country: Canada

URL: http://antibullying.novascotia.ca/sites/default/files/Respectful%20and%20Responsible%20Relationships%2C%20There%27s%20no%20App%20for%20That%20-%20Report%20of%20the%20NS%20Task%20Force%20on%20Bullying%20and%20Cyberbullying.pdf

Shelf Number: 129790

Keywords:
Bullying
Cyberbullying
School Bullying
School Crimes
Suicide

Author: Lessne, Deborah

Title: Student Reports of Bullying and Cyber-Bullying: Results From the 2011 School Crime Supplement to the National Crime Victimization Survey

Summary: This document reports data from the 2011 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS). The Web Tables show the extent to which students with different personal characteristics report bullying and cyber-bullying. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income. The U.S. Census Bureau (Census) appended additional data from the 2009-10 Common Core of Data (CCD) and the 2009-10 Private School Universe Survey (PSS) to generate tables showing the extent to which bullying and cyber-bullying are reported by students in schools with different characteristics. School characteristics examined are region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/ Native Hawaiian/Other Pacific Islander, Black/African American, Hispanic/Latino, and students of two or more races; and percentage of students eligible for free or reduced-priced lunch. The SCS data tables show the relationship between bullying and cyber-bullying victimization and other crime-related variables, such as reported presence of gangs, guns, drugs, and alcohol at school; selected school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon carrying at school. The tables appear in four sections. Section 1 is an overview table, showing the number and percentage of students ages 12 through 18 who reported being bullied at school and cyber-bullied anywhere, by type of bullying or cyber-bullying (table 1.1). Section 2 displays estimates for where in school bullying occurred, the percentage distribution of the frequency, and the type of bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 2.1-2.6). Section 3 provides estimates for the percentage distribution of the frequency and the type of cyber-bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 3.1-3.4). Section 4 displays the percentages of students bullied at school or cyber-bullied anywhere by student reports of unfavorable school conditions; selected school security measures; criminal victimization at school; and personal fear, avoidance behaviors, fighting, and weapon carrying at school (tables 4.1-4.4).

Details: Washington, DC: U.S. Department of Education, National Center for Education Statistics, 2013. 52p.

Source: Internet Resource: Accessed August 24, 2015 at: http://nces.ed.gov/pubs2013/2013329.pdf

Year: 2013

Country: United States

URL: http://nces.ed.gov/pubs2013/2013329.pdf

Shelf Number: 129732

Keywords:
Bullying
Cyber Bullying
School Bullying
School Crimes
School Security
School Victimization

Author: Tasmania Law Reform Institute

Title: Bullying

Summary: The Tasmania Law Reform Institute has released Final Report No 22, Bullying. The Report considers what role the law should play in responding to all types of bullying behaviours including cyber-bullying and questions whether the current legal regime in Tasmania can provide appropriate redress for victims. The Report makes 15 recommendations. Together, the recommendations are designed to create a tiered response to bullying consisting of: � a criminal justice response reserved for the most serious examples which extends the offence of stalking in the Criminal Code to cover common bullying behaviours. The Report also recommends changes to the Justices Act to facilitate applications for restraint orders on the grounds of bullying. � a civil justice response which seeks solutions through mediation and restorative justice practices. The Report recommends incorporating a mediation procedure into the restraint order process, or extending the jurisdiction of the Anti-Discrimination Commissioner to deal with complaints of bullying. Recommendations are also made to ensure that all Tasmanian workers have access to workplace bullying complaint processes. � the development of legislative requirements for schools to implement anti-bullying policies and procedures. Policies should address the best interests of all children involved, whether those children are involved as victims, participants or bystanders.

Details: Hobart: Tasmania Law Reform Institute, 2016. 72p.

Source: Internet Resource: Final Report no. 22: Accessed http://www.utas.edu.au/__data/assets/pdf_file/0011/789698/Bullying_FR_A4_Print.pdf

Year: 2016

Country: Australia

URL: http://www.utas.edu.au/__data/assets/pdf_file/0011/789698/Bullying_FR_A4_Print.pdf

Shelf Number: 137799

Keywords:
Bullying
Cyberbullying
Cybercrimes
Internet Crimes
Stalking

Author: Angus, Christopher

Title: Cyberbullying of children

Summary: The Internet, mobile phones, and other technological innovations have become entrenched in Australian life. These technologies create far-reaching benefits for youth. Nevertheless, these technologies have also introduced a tranche of online bullying behaviours known as cyberbullying, adding to the longstanding challenges associated with traditional school bullying. Cyberbullying has been an identified issue since at least the early 2000s; however, the issue has gained greater attention as more Australian children use social media and communication technologies more frequently. Cyberbullying can cause immense distress to young victims, including long term psychological and mental health damage, and in some cases suicide. Stopping this harmful behaviour has become a matter of high priority for authorities, and Australian schools in particular. While adults can be cyberbullied, or engage in cyberbullying, the focus of this e-brief is on children. The paper outlines cyberbullying's prevalence in Australia and its impact on individuals and schools. It discusses key government responses at the Commonwealth and State level, and international reviews of the effectiveness of anti-bullying programs.

Details: Sydney: New South Wales Parliamentary Research Service, 2016. 22p.

Source: Internet Resource: e-brief 2/2016: Accessed March 22, 2016 at: http://www.parliament.nsw.gov.au/prod/parlment/publications.nsf/key/Cyberbullyingofchildren/$File/Cyberbullying%20of%20Children.pdf

Year: 2016

Country: Australia

URL: http://www.parliament.nsw.gov.au/prod/parlment/publications.nsf/key/Cyberbullyingofchildren/$File/Cyberbullying%20of%20Children.pdf

Shelf Number: 138369

Keywords:
Bullying
Cyberbullying
Internet Crimes
Online Victimization
Social Networks

Author: Cohn-Vargas, Becki

Title: Not in Our School. Preventing and Addressing Bullying and Intolerance: A Guide for Law Enforcement

Summary: Bullying consists of a wide range of actions from persistent teasing and unwanted physical or verbal comments-which are not in themselves considered to be criminal acts-to serious criminal behaviors such as extortion, threats, vandalism, robbery, assault, and battery. Local law enforcement officers and school resource officers (SRO) can be of great assistance to school personnel in helping to reduce or eliminate incidences of bullying by becoming involved in positive school-sponsored bullying prevention programs. Officers can play a leadership role through community policing programs that educate and help young people avoid arrest and prevent contact with the juvenile justice system. This guide is intended to be a primary resource for law enforcement officers who play a large role in helping educate children and adults about the problems resulting from bullying and ways to prevent and intervene in bullying incidents. Officers can also help targets of bullying break a cycle by being a trusted and safe adult to whom children can turn. They can help bystanders learn to speak up to stop bullying, and they can help children who bully transform their behavior and break out of patterns of behavior that lead to further harm.

Details: Washington, DC: U.S. Department of Justice, Office of Community Oriented Policing Services, 2015. 40p.

Source: Internet Resource: Accessed May 16, 2016 at: http://ric-zai-inc.com/Publications/cops-p334-pub.pdf

Year: 2015

Country: United States

URL: http://ric-zai-inc.com/Publications/cops-p334-pub.pdf

Shelf Number: 139059

Keywords:
Bullying
School Bullying
School Crimes

Author: European Parliament. Directorate-General for Internal Policies. Policy Department C: Citizzen's Rights and Constitutional Affairs

Title: Cyberbullying Among Young People

Summary: his study provides an overview of the extent, scope and forms of cyberbullying in the EU taking into account the age and gender of victims and perpetrators as well as the medium used. Commissioned by the Policy Department for Citizens' Rights and Constitutional Affairs at the request of the LIBE Committee, the study illustrates the legal and policy measures on cyberbullying adopted at EU and international levels and delineates the EU role in this area. An analysis of legislation and policies aimed at preventing and fighting this phenomenon across the 28 EU Member States is also presented. The study outlines the variety of definitions of cyberbullying across EU Member States and the similarities and differences between cyberbullying, traditional bullying and cyber aggression. Moreover, it presents successful practices on how to prevent and combat cyberbullying in nine selected EU Member States and puts forward recommendations for improving the response at EU and Member State levels.

Details: Brussels: European Parliament, 2016. 196p.

Source: Internet Resource: Accessed September 7, 2016 at: http://www.europarl.europa.eu/RegData/etudes/STUD/2016/571367/IPOL_STU(2016)571367_EN.pdf

Year: 2016

Country: Europe

URL: http://www.europarl.europa.eu/RegData/etudes/STUD/2016/571367/IPOL_STU(2016)571367_EN.pdf

Shelf Number: 147855

Keywords:
Bullying
Computer Crimes
Cyberbullying
Cybercrime
Internet Crimes

Author: National Society for the Prevention of Cruelty to Children

Title: What children are telling us about bullying: Childline bully report 2015/16.

Summary: Thousands of children and young people contact Childline every year for advice and support on how to deal with bullying. It is one of the most common issues that children talk to us about. In 2015/16, we delivered over 25,700 counselling sessions about bullying. Bullying is not a new problem. Many of the stories that we hear are sadly all too familiar, but we are seeing changes in how, when and where children are being bullied. Young people have talked to us about being bullied on online gaming sites, being subjected to sexual bullying online and being targeted for racist and faith-related bullying following recent high profile terrorist attacks. Bullying is an issue that younger children are more likely to talk to us about than older children. It is also an issue that boys are more likely to talk to us about than girls. Bullying can have serious and life-long effects on a child. The impact of bullying can be devastating for some children. In the immediate term, it can affect academic performance and is linked to mental and physical health problems. In a quarter of our counselling sessions about bullying, the young person also talked about mental health and well-being issues. Most organisations working with children understand how important it is to have anti-bullying strategies in place. When children report bullying to teachers, schools have clear procedures to follow to respond to the incident and support the children involved. However, as this report highlights, some children still feel unable or unwilling to report bullying to teachers or other adults. Many of the other young people who talk to us have told someone else about the bullying, but they did not feel that things had got any better for them. But we also hear from young people who have spoken out about being bullied and say that telling an adult is the best way to tackle the problem. Furthermore, we look at the advice and support from young people shared via Childline's online message boards. One of the most powerful messages shared by children and young people who have experienced bullying is that people being bullied are not alone and that things will get better. This report aims to: • increase awareness and understanding of what bullying looks like for some young people today; • help schools and other organisations working with children think about how to ensure that young people have confidence that reporting bullying behaviour will make a difference; • highlight the importance for young people of receiving support from their peers.

Details: London: NSPCC, 2016. 24p.

Source: Internet Resource: Accessed November 18, 2016 at: https://www.nspcc.org.uk/globalassets/documents/research-reports/what-children-are-telling-us-about-bullying-childline-bullying-report-2015-16.pdf

Year: 2016

Country: United Kingdom

URL: https://www.nspcc.org.uk/globalassets/documents/research-reports/what-children-are-telling-us-about-bullying-childline-bullying-report-2015-16.pdf

Shelf Number: 145084

Keywords:
Bullying
Cyberbullying

Author: Mitchell, Kimberly J.

Title: The Role of Technology in Youth Harassment Victimization

Summary: This bulletin summarizes the findings of the NIJ-sponsored Technology Harassment Victimization study, which is a follow-up study to the second National Survey of Children's Exposure to Violence sponsored by OJJDP. The study examined technology-involved harassment within the context of other types of youth victimization and risk factors. The data reveal that mixed-peer harassment-involving both in-person and technology-based elements - is the most traumatic for victims, especially those who have been victimized in multiple ways in the past and are facing numerous stressors in their present lives.

Details: Washington, DC: U.S. National Institute of Justice, Office of Juvenile Justice and Delinquency Prevention, 2016. 12p.

Source: Internet Resource: Accessed December 10, 2016 at: https://www.ncjrs.gov/pdffiles1/nij/250079.pdf

Year: 2016

Country: United States

URL: https://www.ncjrs.gov/pdffiles1/nij/250079.pdf

Shelf Number: 146043

Keywords:
Bullying
Harassment
Internet Crimes
Internet Safety
Social Media

Author: Human Rights Watch

Title: "Like Walking Through a Hailstorm": Discrimination against LGBT Youth in US Schools

Summary: In 2001, Human Rights Watch published Hatred in the Hallways, a report that documented widespread bullying and harassment of LGBT students in the United States. Fifteen years later, research in Alabama, Pennsylvania, South Dakota, Texas, and Utah demonstrates that many LGBT youth across the country remain unsafe and unwelcome in their schools. Drawing from interviews with over 500 students, teachers, administrators, parents, and service providers, "Like Walking Through a Hailstorm" documents how bullying and harassment, exclusion from school curricula and resources, restrictions on LGBT student groups, and discrimination and bigotry jeopardize the rights and well-being of LGBT youth. It urges federal, state, and local officials to take meaningful steps to curb bullying and discrimination, recognize and affirm LGBT youth, and foster environments where all students are able to participate and learn.

Details: New York: HRW, 2016. 115p.

Source: Internet Resource: Accessed January 27, 2017 at: https://www.hrw.org/sites/default/files/report_pdf/uslgbt1216web_2.pdf

Year: 2016

Country: United States

URL: https://www.hrw.org/sites/default/files/report_pdf/uslgbt1216web_2.pdf

Shelf Number: 144919

Keywords:
Bullying
Discrimination
Harassment
Hate Crimes
LGBT
School Bullying

Author: Pells, Kirrily

Title: Experiences of Peer Bullying among Adolescents and Associated Effects on Young Adult Outcomes: Longitudinal Evidence from Ethiopia, India, Peru and Viet Nam

Summary: Globally it is estimated that more than one in three students between the ages of 13 and 15 are regularly bullied by peers. Being bullied has been found to have a significant impact on children's physical and mental health, psychosocial well-being and educational performance, with lasting effects into adulthood on health, well-being and lifetime earnings. Most research, including cross-cultural comparative work, has focused on high-income countries, identifying a range of predictors and effects associated with being bullied. Far less is known about bullying in low- and middle-income countries. This paper is a contribution to the UNICEF Multi-Country Study on the Drivers of Violence Affecting Children, which analyses how structural factors interact to affect everyday violence in children’s homes, schools and communities. The results of the multi-country study intend to inform national strategies for violence prevention. We use longitudinal data from the Young Lives study of childhood poverty to address three core questions: Which children are bullied and how at age 15? What is associated with certain groups of children being bullied? Are there long-term associations between being bullied at age 15 with psychosocial indicators (self-efficacy, self-esteem, parent relations and peer relations) at age 19? Key findings: • Indirect bullying, such as measures to humiliate and socially exclude others, is the most prevalent type of bullying experienced at age 15 across three of the four countries, ranging from 15 per cent of children in Ethiopia to 28 per cent in India. • Verbal bullying is also prevalent, affecting a third of children in Peru and a quarter in India. •Physical bullying is the least prevalent form and lower than the other types, with the exception of India where the rate of children experiencing physical bullying is similar to other types of bullying. •Boys are at greater risk than girls of being physically and verbally bullied and girls are more likely to be bullied indirectly. •Poorer children are consistently more likely to be bullied in India and experience some types of bullying (physical, social exclusion and attacks on property) in Viet Nam than their less poor peers.

Details: Florence, Italy: United Nations Children's Fund (UNICEF), Office of Research, (Innocenti) 2016. 63p.

Source: Internet Resource: Discussion Paper 2016-03: Accessed February 23, 2017 at: https://www.unicef-irc.org/publications/pdf/IDP_2016_03.pdf

Year: 2016

Country: International

URL: https://www.unicef-irc.org/publications/pdf/IDP_2016_03.pdf

Shelf Number: 144854

Keywords:
Bullying
Children and Violence
School Crime
Student Bullying

Author: United Nations Special Representative of the Secretary-General on Violence Against Children

Title: Ending the Torment: Tackling Bullying from the Schoolyard to Cyberspace

Summary: This publication seeks to bring together key elements of the rich global expertise on the issue of bullying in order to share information, ideas and examples of best practice with all those who are interested in tackling such a scourge. It offers a complement to the United Nations Secretary-General's Study on Violence against Children and will hopefully provide further impetus to the drive by countries throughout the world to understand and better prevent the bullying of children and young people in all its ugly manifestations. As on all issues that affect children, it is essential that their ideas and views are sought and heard. The perceptions, experience and recommendations of children are of fundamental importance in tackling any issue of concern to them and their ideas are an important part of this publication. Their views and perspectives feature particularly in the chapter on UNICEF's U-Report. The U-Report is an electronic platform that reaches two million children, the majority in Africa, seeking their views and offering them an opportunity to widely share their experiences. But we also hear their voices in articles from other authors. The key themes of this publication focus on the areas that need to be developed and strengthened in order to prevent bullying and to effectively mitigate its harm. Providing information on, and raising awareness of, the insidious and damaging nature of bullying, as well as providing guidance on coping with its negative impacts are an important part of addressing the issue: so too are efforts to enable children to take action themselves to combat the problem. Their empowerment must be at the heart of any holistic approach to bullying. Chapter 1 of this publication therefore looks at these issues and draws on expertise from different perspectives and regions. From Greece, George Moschos looks at respecting children's rights and promoting a participatory culture of peace and respect in schools. Maria Luisa Sotomayor brings us the responses from the U-Report and considers new approaches to participation and the use of ICTs. And finally, Anne Lindboe and Anders Cameron, from Norway, consider the role of independent human rights institutions in preventing and responding to violence and in particular bullying. In Chapter 2, the publication moves into a consideration of legislation and public policies with the first article by Brian O'Neill, from Ireland, examining a national multi-facetted approach to the prevention of bullying and cyberbullying. The second article, by Eric Debarbieux, considers the school climate in Europe, and France in particular, and looks at the ways in which changing perceptions can lead to a change in public policies. Kirrily Pells, Maria Jose, Ogando Portela and Patricia Espinoza draw on evidence from a number of countries to understand the structural drivers of bullying: these include poverty and inequity. Christophe Cornu and Yongfeng Liu look at the importance of an inclusive and equitable education for all learners in an environment free from discrimination and violence based on sexual orientation and gender identity/ expression and how this can be supported by governments. And finally, Bernard Gerbaka and Fares BouMitri introduce a new topic with a look at the role of the medical community in addressing bullying. Chapter 3 looks at the essential field of school interventions. In this section Dan Olweus, a pioneer in the field and creator of the Olweus Bullying Prevention Program, and Susan Limber, consider the building blocks for an effective bullying prevention and response model. Then Sanna Herkama and Christina Salmivalli look at the success of the KiVa anti-bullying programme in Finland, which uses a whole-school approach. Julie Swanson and Katharina Anton-Erxleben, from the USA, give an important and strong gender perspective on bullying and school-related gender-based violence. And finally in this section Ersilia Menesini and Annalaura Nocenti look at tailoring different prevention approaches to the national context in Italy. Chapter 4 examines the importance of data, without which we cannot understand or assess the extent of the problem. Dominic Richardson and Chii Fen Hiu lead off this section with a review of existing data and a look at what is needed to develop a solid response on prevention. This is followed by an article in which Sonia Livingstone, Mariya Stoilova and Anthony Kelly examine the evidence for the claim that new media bring new problems, arguing in conclusion that bullying and cyberbullying are inextricably linked in complex and challenging ways. Patrick Burton takes a look at data on bullying and cyberbullying in southern Africa, while Michael Dunne, Thu Ba Pham, Ha Hai Thi Le and Jiandong Sun, consider the impact of bullying and severe educational stress and the challenges faced in East Asian schools. Maha Almuneef presents a review of bullying in the Arab region, suggesting future policy development directions, and finally in this section, Robertas Povilaitis analyses experiences of projects in Lithuania while the International Child Helpline presents interesting case studies and data. The contributors to this publication represent all regions, their expertise ranges across a number of different fields, and their research examines different aspects of bullying and cyberbullying. Further information on the authors is included later in the publication. This publication has sought to identify issues to which we should be giving greater visibility and prominence, new facets of the problem that should be shared, concerns that should addressed, and examples of good practices that can stimulate and boost action by governments, policy makers, teachers and children themselves in the fight against bullying.

Details: New York: Office of the Special Representative of the Secretary-General on Violence against Children, 2016. 174p.

Source: Internet Resource: Accessed April 14, 2017 at: http://srsg.violenceagainstchildren.org/sites/default/files/2016/End%20bullying/bullyingreport.pdf

Year: 2016

Country: International

URL: http://srsg.violenceagainstchildren.org/sites/default/files/2016/End%20bullying/bullyingreport.pdf

Shelf Number: 144904

Keywords:
Bullying
Child Protection
Cyberbullying
Cybercrime
Online Bullying
School Bullying
Violence Against Children

Author: Scotland. Parliament. Equalities and Human Rights Committee

Title: It is not Cool to be Cruel: Prejudice-based bullying and harassment of children and young people in schools

Summary: Scotland is on an ambitious journey to build a more equal, fair and accepting society for all of its people. The cornerstone of this ambition must be to ensure equality for the children and young people of Scotland. How we help to shape their experience of Scotland today, will dictate how fair and equal the Scotland of tomorrow is. To do this, we must place the voices of our children and young people at the centre of our efforts to deliver their human rights. Over the last eight months the Equalities and Human Rights Committee of the Scottish Parliament has been listening to the voices of our children and young people, and their advocates, as part of our inquiry into prejudice-based bullying and harassment in schools. The story they have told us is a troubling one. In this report we have sought to shine a light on the reality of children's experiences of prejudice-based bullying and harassment and the enormous risks posed to their health and wellbeing. We have listened to their ambitions for a school life that helps them learn and grow, supports them to find out who they are, and sets them on the path to achieve their full potential. But for too many children and young people this is not the reality of their education. For them school is becoming a battle against prejudice, bullying and sexual harassment, one fought daily in classrooms, corridors, playing fields and online. Their primary goal is simply to survive their education, emotionally, psychologically, and now more than ever, literally, with 27% of LGBTI children attempting suicide. Our education system plays a vital role in addressing prejudice and harassment. Protecting the human rights of children is central to their developmental experience. We welcome the refresh of Respect for All, Scotland's national approach to anti-bullying by the Scottish Government. We thank the Deputy First Minister and Cabinet Secretary for Education and Skills, John Swinney MSP, for pausing the refresh process so as to allow us to set out the actions we believe are necessary to properly address prejudice-based bullying and harassment in schools. We believe Respect for All has a vital role to play in proactively placing a human rights-based ethos at the centre of our education system. However, it is only part of a wider approach which must be adopted to ensure key strategies and tools work effectively together to achieve the success we all want to see. This includes - recognising the prevalence of prejudice-based bullying and sexual harassment in schools, and the need for urgent action; moving away from a reactionary approach which deals with the consequences of bullying and harassment, to a proactive education system which seeks to prevent them; ensuring national policies in areas such as mental health, hate crimes, school leadership, and the curriculum, properly promote children's rights, early intervention and a whole school approach to inclusive environments; ensuring we educate children on issues such as consent and healthy relationships from the earliest age; delivering mandatory teacher training and CPD on equalities, children's rights and the impacts of prejudice-based bullying, and establishing a duty to report all prejudice-based bullying and sexual harassment in schools. Our report elaborates on these, and other key issues relating to prejudice-based bullying and harassment. The time is now for all those who help to shape, deliver and support education in Scotland to act effectively together to ensure children and young people can develop and learn in a school environment free from the fear and cruelty of prejudice.

Details: Edinburgh: Scottish Parliament, 2017. 71p.

Source: Internet Resource: Accessed August 4, 2017 at: https://sp-bpr-en-prod-cdnep.azureedge.net/published/EHRiC/2017/7/6/It-is-not-Cool-to-be-Cruel--Prejudice-based-bullying-and-harassment-of-children-and-young-people-in-schools/5th%20Report%202017.pdf

Year: 2017

Country: United Kingdom

URL: https://sp-bpr-en-prod-cdnep.azureedge.net/published/EHRiC/2017/7/6/It-is-not-Cool-to-be-Cruel--Prejudice-based-bullying-and-harassment-of-children-and-young-people-in-schools/5th%20Report%202017.pdf

Shelf Number: 146713

Keywords:
Bullying
Prejudice
School Bullying
School Crimes
Sexual Harassment

Author: Milnes, Kate

Title: Sexual bullying in young people across five European countries Research report for the Addressing Sexual Bullying Across Europe (ASBAE) project

Summary: Our understanding of sexual bullying refers to unwanted sexual behaviour or conduct, and bullying or harassment due to a person's actual/perceived sexual (in)experience, interests or orientation, or due to their gender-related appearance, identity or practices. Sexual bullying often takes place online via smartphones, instant messaging and social networks. It is a growing problem among young people, and can have a serious impact on the person being bullied, including reduced self-esteem, anxiety and depression, and sometimes, suicidal behaviour. Research to date has been limited in terms of methods (mainly survey-based), geographical location (USA; Western Europe), and focus (typically on a single problem, e.g. homophobic bullying). Consequently, our aim was to design a predominantly qualitative research project that was young-people centred and encompassed the full repertoire of sexual bullying practices in under-researched countries. The research -- The ASBAE (Addressing Sexual Bullying Across Europe) project was funded by the European Commission's Daphne III programme, which aims to protect children, young people and women against all forms of violence. The focus of the project was the programme's funding priority of 'empowerment work at grassroots level'. The project was led by Leeds Beckett University in the UK and included partners from NGOs in Bulgaria (Demetra), Italy (Pepita), Latvia (MARTA Centre), Slovenia (Papilot) and the UK (Leap). Over the five countries, 253 young people (aged 13-18) and 37 professionals in child education and protection participated in focus group discussions and completed questionnaires. The voices of young people were prioritised throughout the project, assisted by a Young People's Advisory Group (YPAG) in each country. Our analysis of this dataset helped to inform the development of our peer-to-peer intervention on sexual bullying.

Details: West Yorkshire, UK: Leeds Beckett University, 2015. 50p.

Source: Internet Resource: Accessed January 31, 2018 at: ttps://ec.europa.eu

Year: 2015

Country: Europe

URL: ttps://ec.europa.eu

Shelf Number: 148937

Keywords:
Bullying
Sex Crimes
Sexual Harassment

Author: Firmin, Carlene

Title: The individual and contextual characteristics of young people who sexually harm in groups: A briefing on the findings from a study in four London boroughs

Summary: This briefing presents the findings of a study into the contextual profiles of young people suspected of displaying harmful sexual behaviours (HSB) in groups and/or on their own. It builds upon an international literature review into group-based HSB to: - explore the profiles of 49 young people who displayed HSB either in groups, on their own or in both contexts; - identify any differences between these cohorts of young people, and; - consider the implications for service design, delivery and commissioning. In a period when peer-on-peer abuse, sexual violence in schools and responses to young people affected by sexual abuse are high on the public and policy agenda, this briefing provides a timely contribution towards deepening how HSB is understood and in addition, ensuring that the provision of services is sufficient for safeguarding young people. In this sense the primary purpose of this briefing is to inform the commissioning, design and delivery of responses to HSB. Additional research publications will be produced to further explore the findings of the study upon which this briefing has been built.

Details: Bedfordshire, UK: University of Bedfordshire, International Centre Researching Child Sexual Exploitation, Violence and Trafficking, 2017. 29p.

Source: Internet Resource: Accessed March 30, 2018 at: https://contextualsafeguarding.org.uk/assets/documents/HSB-Groups-Briefing.pdf

Year: 2017

Country: United Kingdom

URL: https://contextualsafeguarding.org.uk/assets/documents/HSB-Groups-Briefing.pdf

Shelf Number: 149618

Keywords:
Bullying
Juvenile Sex Offenders
Peer Criminality
Sex Offenders
Sexual Abuse
Sexual Violence

Author: Be Real Campaign

Title: In Your Face: A report investigating young people's experiences of appearance-based bullying

Summary: The purpose of this research was to investigate young people's experiences of appearance-based bullying. The relationship many young people have with their appearance is a negative one. It is a relationship that is powered by constant comparisons with others, self-doubt, and in some cases, crippling insecurities. For many, this relationship is reinforced by an explicit barrage of messages, comments and even physical attacks, which tell them their appearance is not good enough and is deemed in some way unacceptable by those around them. It is clear comments and criticisms of young people's appearance have become part of everyday life. However, while largely expected by young people, such criticisms should not be accepted. As such, 'In Your Face' seeks to challenge the norms by allowing young people the space to discuss their views and experiences to reveal the real impact of appearance-based bullying on the lives of individuals in the UK, and to create practical solutions that can be implemented to tackle the problem. Bullying around appearance is an inevitable evil for young people More than half of young people (55%) have been bullied about their appearance. Two fifths of these (40%) experienced this bullying at least once a week. or most people experiencing this bullying (54%), this starts by the age of ten years-old. The most significant impact this bullying has on young people is on their mental wellbeing More than half of young people (53%) who had experienced appearance-based bullying said they became anxious and a quarter (29%) said they became depressed as a result. Three fifths of young people (60%) took action to change their appearance as a result of the bullying they received. The most prominent focus being to change their size and body shape, with almost a quarter (24%) of young people dieting and nearly a fifth (19%) doing more exercise. While social media adds a new dimension to bullying, traditional forms still prevail Nearly nine in 10 of those who had been bullied about their appearance (87%) experienced verbal abuse. Of those young people who had experienced bullying based on their appearance, more than one quarter (26%) were cyberbullied. Four in five young people (80%) who had experienced bullying related to their appearance did so in school or college. More than half of young people who had experienced this bullying saying it had come from either their acquaintances or peers (53%) or their friends (51%). The quantitative fieldwork for 'In Your Face' was conducted by Youth Sight, which surveyed more than 1000 secondary school pupils aged 11 to 16 years old from across the UK. To supplement this, YMCA also held focus groups in 12 locations in the UK with young people aged between 11 and 16 years old. The fieldwork was carried out between August 2017 and February 2018.

Details: London: YMCA England & Wales, 2018. 44p.

Source: Internet Resource: Accessed May 7, 2018 at: https://www.ymca.org.uk/wp-content/uploads/2018/02/In-Your-Face-v1.0.pdf

Year: 2018

Country: United Kingdom

URL: https://www.ymca.org.uk/wp-content/uploads/2018/02/In-Your-Face-v1.0.pdf

Shelf Number: 150090

Keywords:
Bias-Related Crimes
Bullying
Hate Crimes

Author: Heilman, Brian

Title: Masculine Norms and Violence: Making the Connections

Summary: Male identity and masculine norms are undeniably linked with violence, with men and boys disproportionately likely both to perpetrate violent crimes and to die by homicide and suicide. While biology may play a role in shaping a tendency toward certain forms of violence, the "nature" of men and boys is not the sole predictor of their violent behaviors or experiences. Rather, boys and men are often raised, socialized, and/or encouraged to be violent, depending on their social surroundings and life conditions. Why is it that men and boys are disproportionately likely to perpetrate so many forms of violence, as well as to suffer certain forms of violence? To add a new dimension to the complex answer, this report explores "masculine norms" - messages, stereotypes, and social instructions related to manhood that supersede and interact with being born male or identifying as a man - as crucial factors driving men's violence. It combines a review of academic and grey literature with program evidence and input from expert reviewers across several fields of violence prevention, making the connections between harmful masculine norms and eight forms of violent behavior: - Intimate partner violence - Physical violence against children (by parents or caregivers) - Child sexual abuse and exploitation - Bullying - Homicide and other violent crime - Non-partner sexual violence - Suicide - Conflict and war This report is not intended to be an exhaustive review of the evidence. Rather, it is an introductory-level analysis of key research findings on the links between harmful masculine norms and violent behaviors, as well as a contribution to an ongoing conversation on how to disassociate masculine norms from violence. While this report focuses on how violence is often generated as part of male socialization, it also seeks to present examples and research on men and boys' resistance to harmful masculine norms and violence.

Details: Washington, DC: Promundo-US, 2018. 92p.

Source: Internet Resource: Accessed May 30, 2018 at: https://promundoglobal.org/wp-content/uploads/2018/04/Masculine-Norms-and-Violence-Making-the-Connection-20180424.pdf

Year: 2018

Country: United States

URL: https://promundoglobal.org/wp-content/uploads/2018/04/Masculine-Norms-and-Violence-Making-the-Connection-20180424.pdf

Shelf Number: 150406

Keywords:
Bullying
Child Sexual Abuse
Child Sexual Exploitation
Homicides
Intimate Partner Violence
Male Violence
Masculinity
Sexual Violence

Author: Drydakis, Nick

Title: School-Age Bullying, Workplace Bullying and Job Satisfaction: Experiences of LGB People in Britain

Summary: Using a data set that contains information on retrospective school-age bullying, as well as on workplace bullying in the respondents' present job, the outcomes of this study suggest that bullying, when it is experienced by sexual orientation minorities tends to persist over time. According to the estimations, it seems that school-age bullying of LGB people is associated with victims' lower educational level and occupational sorting into non-white-collar jobs, especially for gay/bisexual men. In addition, the outputs suggest that for both gay/bisexual men and lesbian/bisexual women, school-age bullying is positively associated with workplace bullying and negatively associated with job satisfaction. Additional results suggest a negative association between workplace bullying and job satisfaction. However, the outcomes show a positive association between the existence of an LGBT group in the workplace and job satisfaction.

Details: Bonn: Institute of Labor Economics (IZA), 2018.

Source: Internet Resource: IZA Discussion Paper No. 11699: Accessed August 30, 2018 at: https://www.iza.org/publications/dp/11699/school-age-bullying-workplace-bullying-and-job-satisfaction-experiences-of-lgb-people-in-britain

Year: 2018

Country: United Kingdom

URL: https://www.iza.org/publications/dp/11699/school-age-bullying-workplace-bullying-and-job-satisfaction-experiences-of-lgb-people-in-britain

Shelf Number: 151315

Keywords:
Bullying
Job Satisfaction
LGBT Persons
School Bullying
Sexual Orientation
Workplace Bullying

Author: Anderson, Monica

Title: A Majority of Teens Have Experienced Some Form of Cyberbullying

Summary: Name-calling and rumor-spreading have long been an unpleasant and challenging aspect of adolescent life. But the proliferation of smartphones and the rise of social media has transformed where, when and how bullying takes place. A new Pew Research Center survey finds that 59% of U.S. teens have personally experienced at least one of six types of abusive online behaviors. The most common type of harassment youth encounter online is name-calling. Some 42% of teens say they have been called offensive names online or via their cellphone. Additionally, about a third (32%) of teens say someone has spread false rumors about them on the internet, while smaller shares have had someone other than a parent constantly ask where they are, who they're with or what they're doing (21%) or have been the target of physical threats online (16%). While texting and digital messaging are a central way teens build and maintain relationships, this level of connectivity may lead to potentially troubling and non-consensual exchanges. One-quarter of teens say they have been sent explicit images they didn't ask for, while 7% say someone has shared explicit images of them without their consent. These experiences are particularly concerning to parents. Fully 57% of parents of teens say they worry about their teen receiving or sending explicit images, including about one-quarter who say this worries them a lot, according to a separate Center survey of parents. The vast majority of teens (90% in this case) believe online harassment is a problem that affects people their age, and 63% say this is a major problem. But majorities of young people think key groups, such as teachers, social media companies and politicians are failing at tackling this issue. By contrast, teens have a more positive assessment of the way parents are addressing cyberbullying. These are some of the key findings from the Center's surveys of 743 teens and 1,058 parents living in the U.S. conducted March 7 to April 10, 2018. Throughout the report, "teens" refers to those ages 13 to 17, and "parents of teens" are those who are the parent or guardian of someone in that age range.

Details: Washington, DC: Pew Research Center, 2018. 19p.

Source: Internet Resource: Accessed October 3, 2018 at: http://www.pewinternet.org/wp-content/uploads/sites/9/2018/09/PI_2018.09.27_teens-and-cyberbullying_FINAL.pdf

Year: 2018

Country: United States

URL: http://www.pewinternet.org/wp-content/uploads/sites/9/2018/09/PI_2018.09.27_teens-and-cyberbullying_FINAL.pdf

Shelf Number: 151778

Keywords:
Bullying
Computer Crime
Cyber Crime
Cyberbullying
Online Victimization
Social Media
Teenagers

Rutgers - School of Law, Newark

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