Bullying, particularly among school-age children, is a major public health problem both domestically and internationally (Nansel, Craig, Overpeck, Saluja, & Ruan, 2004). Current estimates suggest that nearly 30% of American adolescents reported at least moderate bullying experiences as the bully, the victim, or both. Specifically, of a nationally representative sample of adolescents, 13% reported being a bully, 11% reported being a victim of bullying, and 6% reported being both a bully and a victim (Nansel et al., 2001).

Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.

Consistent with an ecological systems perspective, this book utilizes a whole school approach as a framework for developing and implementing comprehensive evidence-based interventions to combat bullying in schools.

The foundations of working with vulnerable populations are a vital part of understanding the nuances and complexities of working with children and adolescents in today’s educational environments. In the updated Second Edition, School Social Work: A Direct Practice Guide combines critical thinking and evidence-based interventions in the context of global issues, special education, and current societal issues affecting children today. The authors provide hands-on experiences, best practice approaches, and case examples throughout the book to demonstrate assessments and techniques in a culturally responsive and diverse school setting. Each chapter includes in-depth activities and self-reflection and class discussion questions that allow school social workers to thoughtfully apply their growing skills and knowledge to ethical dilemmas and real-life situations in schools.

This authoritative research guide uses a problem-solving approach to presenting print and electronic resources. Coverage includes: Definition and deep background sources Specialized dictionaries, encyclopedias, and handbooks Current research - Journal Articles and Annual Reviews Tests and Measures Bibliographies U.S. Government Resources Biographical Resources Directories and Organizations Style Guides Diagnostic Measures Career Path and Educational Resources Book Reviews Major Museums and Archives

Schools and school staff play a critical role in the cognitive, behavioral, emotional, social, and interpersonal development of children and adolescents. This second edition of Cognitive-Behavioral Interventions in Educational Settings teaches readers to think strategically about the individual and plan for effective and specific interventions based on the student’s age, developmental level, and presenting problems. It is written by forward-thinking, established professionals whose writing represents the state-of-the-art in cognitive behavioral interventions in educational settings, and presents evidence-based interventions for a variety of issues commonly seen in schools. Including both innovative and well-established approaches, they offer assessment methods and interventions for a variety of issues and concerns faced by school-aged youth. The use of case studies and session outlines, as well as the balance of theoretical and clinical concerns, enhances this book’s value as a reference for both clinicians and students. New to this edition are topics on cyber-bullying, parent and school consultation, school-wide positive behavioral support, and bipolar disorder. This is the ideal reference for those who wish to select and utilize precise interventions in school settings.