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Preventing bullying through science, policy, and practice [electronic resource]
Rivara, Frederick P.
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| 자료유형 | E-BOOK |
|---|---|
| 서명/저자사항 | Preventing bullying through science, policy, and practice [electronic resource]/ Committee on the Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention ; Frederick Rivara and Suzanne Le Menestrel, editors ; Board on Children, Youth, and Families and Committee on Law and Justice, Division of Behavioral and Social Sciences and Education, Health and Medicine Division, the National Academies of Sciences, Engineering, Medicine. |
| 개인저자 | Rivara, Frederick P.,editor, Le Menestrel, Suzanne,editor, |
| 단체저자명 | National Academies of Sciences, Engineering, and Medicine (U.S.). Committee on the Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention. National Academies of Sciences, Engineering, and Medicine (U.S.). Board on Children, Youth, and Families. National Academies of Sciences, Engineering, and Medicine (U.S.). Committee on Law and Justice. |
| 발행사항 | Washington, DC: the National Academies Press, [2016]. |
| 형태사항 | 1 online resource (xix, 341 pages): illustrations. |
| 기타형태 저록 | Print version: Preventing bullying. Washington, DC : National Academies Press, [2016] 9780309440677 |
| ISBN | 9780309440684 0309440688 |
| 서지주기 | Includes bibliographical references. |
| 내용주기 | Introduction -- The scope of the problem -- Individuals within social contexts -- Consequences of bullying behavior -- Preventive interventions -- Law and policy -- Future directions for research, policy, and practice. |
| 요약 | "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, bullying 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"--Publisher's description. |
| 요약 | "Examines the consequences of bullying and assesses interventions that attempt to prevent and to respond to it. The report details the harmful short- and long-term consequences of bullying, both for those who are the targets of bullying and those who perpetrate it. It also finds that some interventions--such as zero tolerance policies, which are widely used by schools--have not curbed bullying or made schools safer. The report identifies approaches that are more likely to be effective at reducing bullying, and it recommends steps that agencies, schools, social media companies, and other stakeholders can take to better understand, prevent, and respond to bullying."--Page [4] of cover. |
| 주제명(지명) | United States. --fast |
| 일반주제명 | Bullying --United States --Prevention. Bullying in schools --United States --Prevention. PSYCHOLOGY / Social Psychology Bullying in schools --Prevention. Bullying --Prevention. |
| 언어 | 영어 |
| 바로가기 | URL |
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