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School bullying: its nature and ecology.
Int J Adolesc Med Health 2011; 24(1):3-10IJ

Abstract

BACKGROUND

Recent youth suicides only highlight a persistent problem in schools - bullying and sustained peer victimization. Being a target or victim of bullying has long been recognized has having short- and long-term psychological effects on children and adolescents across the world today. School bullying is one of the most significant public health concerns facing children and adolescents.

OBJECTIVE

Involvement in the social phenomena of school bullying is often explained as emerging from a wide range of risk and protective factors within the social-ecology of youth. The social-ecological model posits that bullying behaviors are shaped by various interrelated contexts including individual characteristics, family, peers and the school environment.

METHODS

Research is reviewed to highlight the correlates of bullying involvement across these context using social-ecological and social-learning frameworks. Meta-analytic studies are reviewed on the short- and long-term impact of bullying involvement and efficacy of bullying prevention programs. Specific recommendations for prevention planning and future research efforts are provided.

CONCLUSIONS

Bullying is a multi-faceted issue, which is best understood in the larger social context in which it occurs. Individual characteristics of students contribute to bullying involvement when students have families that promote violence, teachers that ignore or dismiss bullying, schools that have negative climates and students who socialize with friends who bully. These social contexts need to be targeted in bully prevention programs to reduce bullying and peer victimization in schools.

Authors+Show Affiliations

Department of Educational Psychology, University of Illinois, Urbana-Champaign, IL, USA. espelage@illinois.eduNo affiliation info available

Pub Type(s)

Journal Article
Review

Language

eng

PubMed ID

22909906

Citation

Espelage, Dorothy L., and Lisa De La Rue. "School Bullying: Its Nature and Ecology." International Journal of Adolescent Medicine and Health, vol. 24, no. 1, 2011, pp. 3-10.
Espelage DL, De La Rue L. School bullying: its nature and ecology. Int J Adolesc Med Health. 2011;24(1):3-10.
Espelage, D. L., & De La Rue, L. (2011). School bullying: its nature and ecology. International Journal of Adolescent Medicine and Health, 24(1), pp. 3-10. doi:10.1515/ijamh.2012.002.
Espelage DL, De La Rue L. School Bullying: Its Nature and Ecology. Int J Adolesc Med Health. 2011 Nov 4;24(1):3-10. PubMed PMID: 22909906.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - School bullying: its nature and ecology. AU - Espelage,Dorothy L, AU - De La Rue,Lisa, Y1 - 2011/11/04/ PY - 2011/05/01/received PY - 2011/08/24/accepted PY - 2012/8/23/entrez PY - 2012/8/23/pubmed PY - 2012/9/29/medline SP - 3 EP - 10 JF - International journal of adolescent medicine and health JO - Int J Adolesc Med Health VL - 24 IS - 1 N2 - BACKGROUND: Recent youth suicides only highlight a persistent problem in schools - bullying and sustained peer victimization. Being a target or victim of bullying has long been recognized has having short- and long-term psychological effects on children and adolescents across the world today. School bullying is one of the most significant public health concerns facing children and adolescents. OBJECTIVE: Involvement in the social phenomena of school bullying is often explained as emerging from a wide range of risk and protective factors within the social-ecology of youth. The social-ecological model posits that bullying behaviors are shaped by various interrelated contexts including individual characteristics, family, peers and the school environment. METHODS: Research is reviewed to highlight the correlates of bullying involvement across these context using social-ecological and social-learning frameworks. Meta-analytic studies are reviewed on the short- and long-term impact of bullying involvement and efficacy of bullying prevention programs. Specific recommendations for prevention planning and future research efforts are provided. CONCLUSIONS: Bullying is a multi-faceted issue, which is best understood in the larger social context in which it occurs. Individual characteristics of students contribute to bullying involvement when students have families that promote violence, teachers that ignore or dismiss bullying, schools that have negative climates and students who socialize with friends who bully. These social contexts need to be targeted in bully prevention programs to reduce bullying and peer victimization in schools. SN - 0334-0139 UR - https://www.unboundmedicine.com/medline/citation/22909906/School_bullying:_its_nature_and_ecology_ L2 - https://www.degruyter.com/doi/10.1515/ijamh.2012.002 DB - PRIME DP - Unbound Medicine ER -